Literacy Research and Instruction
- Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
- Colwell, J., & Hutchison, A. C. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57(1), 5-25.
- Collet, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy research and instruction, 51(1), 27-47.
- Peggy, D. (2012) The promise of secondary content area literacy field experiences, literacy research and instruction, 51(3), 214-232.
- Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
- Fry, S. W., & Griffin, S. (2010). Fourth graders as models for teachers: teaching and learning 6+ 1 trait writing as a collaborative experience. Literacy Research and Instruction, 49(4), 283-298.
- Gallant, P., & Schwartz, R. (2009). Examining the nature of expertise in reading instruction. Literacy Research and Instruction, 49(1), 1-19.
- Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
- Hall, L. A. (2009). “A necessary part of good teaching”: Using book clubs to develop preservice teachers’ visions of self. Literacy Research and Instruction, 48, 298-317. doi: 10.1080/19388070802433206
- Hoffman, J. V., Wetzel, M. M., & Peterson, K. (2016). Approximating literacy practices in tutorials: What is learned and what matters for teacher preparation. Literacy Research and Instruction, 55(3), 183-208.
- Howard, C., & Guidry, A. (2017). Preparing Preservice Teachers to Make the Literacy/History Connection. Literacy Research and Instruction, 56(3), 217-230.
- Hsieh, B. (2017). Exploring Evolving Role (s) of Literacy in Secondary Preservice Teachers’ Work: A Comparative Case Study. Literacy Research and Instruction, 56(4), 342-361.
- Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers' content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52(3), 204-229.
- Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., ... & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Literacy Research and Instruction, 52, 1-27. doi: 10.1080/19388071.2012.738778
- Mallette, M. H., Readence, J. E., McKinney, M., & Smith, M. M. (2000). A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered? Literacy Research and Instruction, 39(3), 222-234.
- Marsh, J. P., Lammers, J. C., & Alvermann, D. E. (2012). Quality assurance in online content literacy methods courses. Literacy Research and Instruction,51(3), 233-253.
- Massey, D. D., & Lewis, J. (2011). Learning from the “little guys”: What do middle and high school preservice teachers learn from tutoring elementary students?. Literacy Research and Instruction, 50(2), 120-132.
- Masuda, A. M. (2014). Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy. Literacy Research and Instruction,53(4), 326-346.
- Moore, R. A., & Seeger, V. (2009). Dear sincerely: Exploring literate identities with young children and preservice teachers through letter writing. Literacy Research and Instruction, 48(2), 185-205.
- Moore, R. A. (2000). Preservice teachers explore their conceptions of the writing process with young pen pals. Literacy Research and Instruction, 40(1), 17-33.
- Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365.
- Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D., Dismuke, S., Smetana, L., Yoder, K., Ikpeze, C., Ganske, K. & Martin, S. (2016). What about writing? A National exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309-330.
- Nierstheimer, S. L., Hopkins, C. J., Dillon, D. R., & Schmitt, M. C. (2000). Preservice teachers' shifting beliefs about struggling literacy learners. Literacy Research and Instruction, 40(1), 1-16.
- Parsons, S. A., Malloy, J. A., Vaughn, M., & La Croix, L. (2014). A longitudinal study of literacy teacher visioning: Traditional program graduates and Teach For America corps members. Literacy Research and Instruction, 53(2), 134-161.
- Roehrig, A. D., Guidry, L. O., Bodur, Y., Guan, Q., Guo, Y., & Pop, M. (2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47(2), 76-98.
- Sampson, M. B., Linek, W. M., Raine, I. L., & Szabo, S. (2013). The influence of prior knowledge, university coursework, and field experience on primary preservice teachers' use of reading comprehension strategies in a year-long, field-based teacher education program. Literacy Research and Instruction, 52, 281-311. doi: 10.1080/19388071.2013.808296
- Scharlach, T. D. (2008). These kids just aren't motivated to read: The influence of preservice teachers' beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47, 158-173. DOI: 10.1080/19388070802062351
- Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
- Walker-Dalhouse, D., Sanders, V., & Dalhouse, A. D. (2009). A university and middle-school partnership: Preservice teachers' attitudes toward ELL students.Literacy Research and Instruction, 48(4), 337-349.