Research

Faculty affiliated with the Center contribute to Literacy(ies) community discourse and knowledge base regarding theories and practices related to literacy(ies), culture, and reading through publications and presentations.

Recent Awards

Seth Parsons - Laureate Award, Association of Literacy Educators and Researchers, 2023

Best Paper Award, Literacy Research Association, Area 3: Literacy Instruction and Literacy Learning, 2020

Vaughn, M., Ankrum, J., Moorwood, A., Parsons, S. A., & Parsons, A. W. (2020, December). Adaptive Teaching Observation Protocol (ATOP): Examining expert teachers of literacy instruction. Paper presented at the Literacy Research Association, Online (due to COVID).

Review of Research Award, American Educational Research Association, 2019

Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. D., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242. https://doi.org/10.3102/0034654317743198

Recent Externally Funded Projects

2022: LEAP, Literacy Engagement Action Program

Recent Books

Vaughn, M., & Parsons, S. A. (2023). Accelerating learning recovery for all students: Core principles for getting literacy growth back on track. Guilford.

Parsons, S. A., & Vaughn, M. (Eds.). (2021). Principles of effective literacy instruction, K-5. Guilford. https://cutt.ly/hklof9b

Scales, R. Q., Wolsey, T. D., & Parsons. S. A. (2020). Becoming a metacognitive teacher: A guide for early and preservice teachers. Teachers College Press. https://www.tcpress.com/becoming-a-metacognitive-teacher-9780807764060

Recent Articles

Parsons, S. A., & Erickson, J. D. (2024). Where is motivation in the science of reading? Phi Delta Kappan.

Parsons, S. A., Ives, S. T., Fields, S., Barksdale, B., Marine, J., & Rogers, P. (2023). The writing engagement scale: A formative assessment tool. The Reading Teacher, 77(3), 278-289. https://doi.org/10.1002/trtr.2244

Murnan, R., Parsons, S. A., & Verbeist, C. (2023). Striving adolescent readers’ motivation. Literacy Research and Instruction, 62(2), 127-154. https://doi.org/10.1080/19388071.2022.2115957

Ives, S. T., Parsons, S. A., Cutter, D., Field, S., Wells, M. S., & Lague, M. (2023). Intrinsic and extrinsic reading motivation: Context, theory, and measurement. Reading Psychology, 44(3), 306-325. https://doi.org/10.1080/02702711.2022.2141403

Vaughn, M., Parsons, S. A., & Gallagher, M. (2022). Challenging scripted curricula with adaptive teaching. Educational Researcher, 51(3), 186-196. https://doi.org/10.3102/0013189x211065752

Rogers, P. M., Marine, J. M., Ives, S. T., Parsons, S. A., Horton, A., & Young, C. (2022). Validity evidence for a formative writing engagement assessment in elementary grades. Assessment in Education: Principles, Policy & Practice, 29(2), 262-284. https://doi.org/10.1080/0969594X.2022.2054942

Parsons, S. A. (2022). Approaching current challenges facing the literacy community. Yearbook of the Association of Literacy Educators and Researchers, 43, 1-20. (invited presidential address)

Ankrum, J. W., Morewood, A., Parsons, S. A., Vaughn, M. A., Parsons, A. W., Hawkins, P. (2020). Documenting adaptive literacy instruction: The adaptive teaching observation protocol. Reading Psychology, 41, 71-86. https://doi.org/10.1080/02702711.2020.1726845

Ankrum, J., Morewood, A., Parsons, S. A., Vaughn, M., & Parsons, A. W. (2020). Development and implementation of the Adaptive Teaching Observation Protocol (ATOP). Reading Psychology, 41(2), 71-86. https://doi.org/10.1080/02702711.2020.1726845

Coogle, C. G., Parsons, A. W., Ott, J. R., & LaCroix, L. (2020). A comparison of dialogic reading, modeling, and dialogic reading plus modeling. Infants and Young Children, 33(2), pp. 119-131. doi: 10.1097/IYC.0000000000000162

Ives, S. T., Parsons, S. A.,Parsons, A. W., Robertson, D. A., Young, C., Polk, L., & Daoud, N. (2020). Students’ reading motivation and genre preferences: Validating two scales. Reading Psychology. https://doi.org/10.1080/02702711.2020.1783143

Parsons, A. W. (2018). Becoming a literacy specialist: Developing identities. Literacy Research and Instruction, 57, 387-407. doi: 10.1080/19388071.2018.1493554

Parsons, A. W. & Irish, C (2021). Print and text-rich classrooms. In S.A. Parsons & M. Vaughn (Eds). Principles of effective literacy instruction, K-5. Guilford.

Parsons, A. W., & Hathaway, J. I. (2019). Video as a tool for guided reflection in literacy specialist preparation. In R. Karchmer-Klein & K. E. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 85-106). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch005

Parsons, A. W., Parsons, S. A., Dodman, S. L., Nuland, L. R., Pierczynski, M., & Ramirez, E. (2019). A literacy professional development initiative in an urban elementary school: Year 2 of a longitudinal design-based study. The Journal of Educational Research, 112(4), 447-462. https://doi.org/10.1080/00220671.2018.1552915

Parsons, A. W., Parsons, S. A., Dodman, S. L., Ramirez, E.* Nuland, L. R*., Pierczynski, M.*, & Caufman, R.* (2019). A literacy professional development initiative in an urban elementary school: Year 2 of a longitudinal design-based study. Journal of Educational Research, 112, 447-462. https://doi.org/10.1080/00220671.2018.1552915

Parsons, A. W., Parsons, S. A., Malloy, J. A., Marinak, B. A., Reutzel, D. R., Applegate, M. D., Applegate, A. J., Fawson, P. C., Gambrell, L. B. (2018). Upper elementary students’ motivation to read fiction and nonfiction. Elementary School Journal, 118, 505-523. doi:10.1086/696022

Parsons, S. A. (2020). Foreword. In N. L. Duke, & M. Mallette (Eds.), Literacy research methodologies (3rd ed.). Guilford. (invited)

Parsons, S. A., Gallagher, M. A., Leggett, A. B., Ives, S. T., & Lague, M. (2020). An analysis of 15 journals’ literacy content, 2007-2016. Journal of Literacy Research, 52(3), 341-367. https://doi.org/10.1177/1086296X20939551

Parsons, S. A., Malloy, J. A., Parsons, A.W., Burton, E. P., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. Journal of Educational Research, 111, 232-245. doi:10.1080.00220671.2016.1246408

Parsons, S. A., Vaughn, M., Scales, R. Q., Davis, S. G., Gallagher, M*., Parsons, A. W. Pierczynski, M.*, & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2),205-242. doi: 10.3102/0034654317743198

Parsons, S., Hutchison, A., Hall, L., Ward Parsons, A., Ives, S., & Leggett, A. (2019). U.S. Teachers’ Perceptions of Online Professional Development. Teaching and Teacher Education, 82, 33-42. Doi: https://doi.org/10.1016/j.tate.2019.03.006

Paulick, J. H., Myers, J., Quinn, A., Couch, L., Dunkerly-Bean, J., Robbins, H. H., Sigler, H., & Parsons, A. W. (2019). A window into practice: Examining elementary writing methods instruction. Teaching/Writing: The Journal of Writing Teacher Education, 6, 57-75.

Pilonieta, P., Hathaway, J. I., & Casto, A. (2020). Kindergartners’ strategic talk during partner reading. Reading & Writing Quarterly, 36(5), 397-417. https://doi.org/10.1080/10573569.2019.1650679

Pilonieta, P., Hathaway, J. I., Medina, A. L., & Casto, A. (2019). The impact of explicit comprehension strategy instruction on first- and second-grade at-risk students. Journal of Education, 199(3), 128-141. https://doi.org/10.1177/0022057419854346

Scales, R. Q., Wolsey, T. D., & Parsons. S. A. (2020). Becoming a metacognitive teacher: A guide for early and preservice teachers. Teachers College Press. The Reading Teacher. doi:10.1002/trtr.1720

Vaughn, M., Parsons, S. A., & Massey, D. D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(s1), s299-s306. https://doi.org//10.1002/rrq.351