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Dr. Jennifer I. Hathaway
PhD, Vanderbilt University
Associate Professor
Academic Program Coordinator, Literacy
Literacy, Advanced Studies in Teaching and Learning
Elizabeth G. Sturtevant, PhD, Center for Literacy

Contact Information

Send email to Dr. Hathaway

Phone: (703) 993-5789
Fax: (703) 993-5300
Email: jhathaw2 (

George Mason University
Fairfax Campus
Thompson Hall 1500
4400 University Dr.
MS 4B3
Fairfax, VA 22030


Dr. Jennifer I. Hathaway is an Associate Professor of Education in the College of Education and Human Development at George Mason University.  She also serves as the Academic Program Co-Coordinator for Literacy.  She teaches elementary reading methods courses for prospective teachers and graduate level courses preparing teachers to serve as Reading Specialists.  Jennifer received her Ph.D. at Vanderbilt University in Teaching and Learning with a concentration in Language, Literacy, and Culture after teaching for several years in elementary schools in North Carolina.  

Research Interests

Jennifer's research interests include effective elementary literacy instruction, literacy coaching, teacher education, and professional development.  

Recent Publications

Pilonieta, P., & Hathaway, J. I. (2022). Kindergarteners’ engagement in academic conversations. Early Childhood Education Journal. Advance online publication.

Medina, A. L., Hancock, S. D., Hathaway, J. I., Pilonieta, P., & Holshouser, K. O. (2021). The influence of sustained, school-based professional development on explicit reading comprehension strategy instruction. Reading Psychology, 42(8), 807-835. *#

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.

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.

Pilonieta, P., Medina, A. L., & Hathaway, J. I. (2017). The impact of a study abroad experience on preservice teachers’ dispositions and plans for teaching English Language Learners. The Teacher Educator, 52(1), 22-38.

Hathaway, J. I., & Martin, C. S., & Mraz, M. (2016). Revisiting the roles of literacy coaches: Does reality match research? Reading Psychology, 37(2), 230-256.

Other Courses Taught