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
2020: Recipient of the International Literacy Association Erwin Zolt Digital Literacy Game Changer Award
Recent Externally Funded Projects
2022: LEAP, Literacy Engagement Action Program
Recent Books
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
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