Faculty Publications

Bintz, W. P. (2021). Using picturebook biographies to support English language learners. OPEN! The Estonian Association of Teachers of English (EATE) Journal 60, 3-12.

Bintz, W. P., & Ciecierski, L. (2021). Creating and representing intertextual connections to self-selected paired text: A poetic inquiry. Texas Journal of Literacy Education 9(2), 77-102.

Bintz, W. P., & Ciecierski, L. (2021). Using crossover literature in the ELA middle grades classroom. Voices from The Middle 28(3), 31-37.

Bintz, W. P., & Valerio, M. (2021). Using postmodern picturebooks to support middle grades readers navigating ambiguity. Voices from the Middle 29(2), 50-56.

Dr. Gumiko Monobe

Monobe, G. & Ruan, J. (2020). Analysis of popular educational manga on World War II for students in Japan. Journal of Peace Education 17(3), 241-262. DOI: 10.1080/17400201.2020.1819216

Monobe, G. & Seidl, B. L. (2019). “We have stories to share!”: Narratives of identity and perspectives of Japanese descent teachers in the USA. Journal of Family Diversity in Education 3(3), 88-111.

Bintz, W. P. & Monobe, G. (Reprint, 2020). Interdisciplinary curriculum: Using poetry to integrate reading and writing across the curriculum. In L. Harrison, E. Hurd, & K. Brinegar, Integrative and Interdisciplinary Curriculum in the Middle School. Routledge.

Monobe, G. & Turner, S. (2018). Using multicultural and international literature across content areas.  In J. Dowdy & R. Fleischaker (Eds.), Text Sets: Multimodal Learning for Multicultural Students. Leiden, The Netherlands: Brill.

Morgan, D. N, Evans, K. I. & DeFrancesco, J. (2021). “Theme doesn’t just jump out": Teaching for theme comprehension. The Reading Teacher 74(4), 429-438. doi.org/10.1002/trtr.1963

Schwartz, R. M, Bates, C. C., Klein, A., Morgan, D. N. & Williams, J. L. (2021). The role of observation in advancing the science of reading and instruction. The Journal of Reading Recovery 21(1), 47-55.

Morgan, D. N., Williams, J.L. & Bates, C. C. (2020). Book introductions: Exploring the why, how, and what. The Reading Teacher 73(6), 769-776.

Pytash, K. E. & Hylton, R. C. (2022). Developing English Language Arts teacher candidates’ social perspective taking. English Education 54(1), 27-53.

Pytash, K. E. & Hylton, R. C. (2022). Preservice teachers’ self-efficacy during a field experience at a juvenile detention facility. Action in Teacher Education 44(1), 37-52, DOI: 10.1080/01626620.2021.1936290

Walsh, B. & Pytash, K. E. (2021). Making moves: Lateral reading and strategic thinking during digital source evaluation. Journal of Media Literacy Education 13(1), 106-117.

Letchford, L. & Rasinski, T. (2021). Moving beyond decoding: Teaching pronoun resolution to develop reading comprehension. The Reading Teacher 75, 233-240. DOI: 10.1002/trtr.2038

Young, C., Durham, P., Rasinski, T., Godwin, A. & Miller, M. (2021). Closing the gender gap in reading with readers theater. The Journal of Educational Research 114(5), 495-511. DOI: 10.1080/00220671.2021.1986460

Dr. Jacqueline Ridley

Ridley, J., Rowe, L. W., Borkowski, M. & Hikida, M. (2022). From reflection to analysis: Languaging literacy teaching and learning. Teaching and Teacher Education 112, doi.org/10.1016/j.tate.2022.103634

Ridley, J. N. (2017). Refugee Resettlement in the United States: Language, Policy, Pedagogy. Journal of Refugee Studies 30(4), 634-636, doi.org/10.1093/jrs/fex034