Dennis Scott Davis

What will it take to help all third graders learn to read? Recommendations for improving policies on early literacy learning

In T. S. Ransaw & D. Boggs (Eds.), Emerging trends in education policy: Unapologetic progressive conversations. https://books.google.com/books?id=E5_REAAAQBAJ&lpg=PR1&pg=PA27#v=onepage&q&f=false

What do upper-elementary and middle school teachers know about the processes of text comprehension?

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, March 5). READING AND WRITING, Vol. 3.

What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022)

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, May 10). READING AND WRITING, Vol. 5.

Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains

Reading Research Quarterly, 57(3 (Jul/Aug/Sep 2022), 781–804.

Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction

Literacy Research and Instruction, 5, 1–28.

Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?

Reading & Writing Quarterly.

Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm

Improving Schools.

Complexity and scale in teaching effectiveness research: Reflections from the MET Study

EDUCATION POLICY ANALYSIS ARCHIVES, 27.

From Disrupting to Holding Spaces for Critical Interruptions: Our Final Issue

Sailors, M., Martinez, M., Trevino, C., Sellers, T., Davis, D. S., Goatley, V. J., … Orellana, P. (2019, December). JOURNAL OF LITERACY RESEARCH, Vol. 51, pp. 391–393.

Looking Carefully at Instruction

Sailors, M., Martinez, M., Trevino, C., Graves, K., Davis, D. S., Goatley, V. J., … Orellana, P. (2019, March). JOURNAL OF LITERACY RESEARCH, Vol. 51, pp. 3–4.

A 50-Year Journey Through an Expanding Landscape of Literacy Research

Sailors, M., Martinez, M., Trevino, C., Stortz, R., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, June). JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 135–140.

Fifty Volumes of Research: Literacy Teacher Education

Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., & Monaco, C. V. C. (2018, September). JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 275–280.

First chapters: Invitations to step into story worlds

SIGNAL Journal, 43(2), 32–35.

Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research

Sailors, M., Martinez, M., Stortz, R., Trevino, C., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, March). JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 3–8.

Moving Forward With Literacy Research

Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., … Orellana, P. (2018, December). JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 395–396.

The Dangers of Test Preparation: WhatStudents Learn (and Don't Learn) About Reading Comprehension From Test-Centric Literacy Instruction

READING TEACHER, 71(5), 579–588.

When effective instruction is not enough: A critical look at the emergent understandings of liberatory pedagogy by teachers in a master's program

In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change (pp. 15–30). Charlotte, NC: Information Age Publishers.

An investigation of first chapters in high-quality literature for children and adolescents

The Dragon Lode, 36(1), 32–39.

How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice

Literacy Research: Theory, Method, and Practice, 66(1), 232–247.

Interrupting and Disrupting Literacy Research

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, March). JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 6–9.

Keeping up and forging ahead: English language outcomes of proficient bilingual adolescents in the United States

System, 67, 12–24.

Learning to interrogate and resist the data culture in literacy education

In F. B. Tenore & J. E. Justice (Eds.), Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis (pp. 38–50). New York, NY: Routledge.

Literacy Research and the Radical Imagination

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, September). JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 319–320.

Literacy Research in Uncertain Times

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, June). JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 155–156.

(Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate Our Understandings of What It Means to Learn and Teach

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 3(1). http://journaldialogue.org/issues/relearning-about-learning-using-cases-from-popular-media-to-extend-and-complicate-our-understandings-of-what-it-means-to-learn-and-teach/

Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension

Reading Research Quarterly, 52(2), 227–252.

What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers’ Instructional Materials, Preferences, and Practices

Literacy Research and Instruction, 55(3), 237–261.

A dialogic account of reader–text interactions

English Teaching: Practice & Critique, 14(3), 335–349.

Instructional Tendencies in the Teaching of Reading Comprehension

Literacy Research: Theory, Method, and Practice, 64(1), 285–306.

Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Reading Research Quarterly, 50(3), 357–379.

Direct and indirect effects of teacher instruction and feedback on student adaptive help-seeking in upper-elementary literacy classrooms

Journal of Research in Education, 24(1), 53–68.

Context and Implications Document for: Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature

Review of Education, 1(2), 225–227.

Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature

Review of Education, 1(2), 194–224.

What fifth-grade students reveal about their literacies by writing and telling narratives

Reading Horizons, 52(2), 121–141.

Collaborative sense-making in print and digital text environments

Reading and Writing, 25(4), 831–856.

Multiple comprehension strategies instruction (MCSI) for improving reading comprehension and strategy outcomes in the middle grades (Meta-analysis protocol)

The Campbell Collaboration Library of Systematic Reviews.

A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment

The Journal of Educational Research, 104(3), 202–215.

Internalization and Participation as Metaphors of Strategic Reading Development

Theory Into Practice, 50(2), 100–106.

A meta-analysis of comprehension strategy instruction for upper elementary and middle school students

(Doctoral dissertation, Vanderbilt University). https://etd.library.vanderbilt.edu/available/etd-06162010-100830

The Relationship Between Students’ Reading Orientations and their Strategic Activity During a Collaborative Reading Task

Reading Psychology, 31(6), 546–579.

The Relationship between Students' Reading Orientations and Their Strategic Activity during a Collaborative Reading Task

Reading Psychology, 31(6), 546–579.

The effectiveness of multiple comprehension strategies instruction (MCSI) for improving reading comprehension in 4th-8th grade students

The Campbell Collaboration Library of Systematic Reviews.