Dennis Scott Davis

Elementary School Teachers' Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

EDUCATION SCIENCES, 14(7).

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.

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.

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.

(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.

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.

Collaborative sense-making in print and digital text environments

Reading and Writing, 25(4), 831–856.

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.