The Elizabeth G. Sturtevant, PhD, Center for Literacy (SCL)

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

2020: Recipient of the International Literacy Association Erwin Zolt Digital Literacy Game Changer Award

Recent Externally Funded Research Projects

2018-2023: Co-PI, U.S. Department of Education Office of Special Education Programs. WEGO-RIITE: Writing Efficiently with Graphic Organizers - Responsive Instruction while Implementing Technology Effectively ($2,498,627).

2018-2021: PI, National Science Foundation, Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning in Inclusive Classrooms to Support Students with High Incidence Disabilities ($999,436).

2018-2020: PI, Education Bureau of Hong Kong, Proposal to Advise the Planning, Implementation, and Evaluation of the Collaborative Research and Development Project on Coding to Learn ($110,017).

Recent Books

Colwell, A., Hutchison, A. & Woodward, L. (2020) Digitally Supported Disciplinary Literacy for Diverse K-5 Classrooms: Teachers College Press.

Parsons, S. A., & Vaughn, M. (Eds.). (in press). Principles of effective literacy instruction, K-5. Guilford.

Scales, R. Q., Wolsey, T. D., & Parsons. S. A. (2020). Becoming a metacognitive teacher: A guide for early and preservice teachers. Teachers College Press.

Recent Articles

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.

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.

Chapelle, C., Schmidgall, J., Lopez, A., Blood, I., Wain, J., Cho, Y., Hutchison, A., Lee, H., Dursun, A. (2018). Designing a prototype tablet-based learning-oriented assessment for middle school English learners: An evidence-centered design approach. Educational Testing Service Research Reports. Doi:10.1002/ets2.12232

Colwell, J. & Hutchison, A. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57I(1), 5-25. DOI: 10.1080/19388071.2017.1370749

Colwell, J., Woodward, L., & Hutchison, A. (2018). Out-of-school reading and literature discussion: An exploration of adolescents’ participation in digital book clubs. Online Learning, 22(2), 221-247. doi:10.24059/olj.v22i2.1222

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

Estapa, A., Hutchison, A., & Nadolny, L. (2017). Recommendations to support coding in the elementary classroom. Technology and Engineering Teacher, 77(4), 25-29.

Evmenova, A., Reagan, K., and Hutchison, A. (2020). AT for writing: Technology-based graphic organizers with embedded supports. Teaching Exceptional Children 52(4), 266-269.

Hutchison, A. (2018). Using virtual reality to explore science and literacy concepts.

Hutchison, A. (2020). Computer science for all is a right, not an option. Proceedings of the 2019 Connected Learning Summit. Pittsburgh, PA: Carnegie Mellon University: Etc. Press.

Hutchison, A., & Evmenova, A. (In Press). CSIP+ model to plan computer science instruction for students with high-incidence disabilities. Intervention in School and Clinic.

Hutchison, A., & Woodward, L. (2018). Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10).

Hutchison, A., Nadolny, L., & Estapa, A. (2017). Using coding apps to support literacy instruction and develop coding literacy. International Reading Association Cross Journal Virtual Issue on Literacy Across the Disciplines.

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.

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. & Hathaway, J. I. (2019). Video based coding tools to guide reflection. In R. Karchmer-Klein & K. Pytash (Eds.). Effective practices in online teacher preparation for literacy educators. Hershey, PA: IGI Global.

Parsons, A. W. & Irish, C (in press). 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.

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.

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.

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.

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:

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.

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.

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

Thoma, J. & Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017). Planning for technology integration in a professional learning community. The Reading Teacher, 71(2), 167-175.

Vaughn, M., Parsons, S. A., & Massey, D. D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(s1), s299-s306.

Woodward, L. & Hutchison, A. (2018). The STAK Model: Exploring Individualized Professional Development for Technology Integration. Journal of Technology and Teacher Education, 26(4), 613-644.