@article{relyea_davis_dawson_dobis_2024, title={Elementary School Teachers' Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students}, volume={14}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/14/7/788}, DOI={10.3390/educsci14070788}, abstractNote={This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.}, number={7}, journal={EDUCATION SCIENCES}, author={Relyea, Jackie E. and Davis, Dennis S. and Dawson, Sarah Dempsey and Dobis, Corrie}, year={2024}, month={Jul} }
 @inbook{d.s._alston_samuelson_2023, title={What will it take to help all third graders learn to read? Recommendations for improving policies on early literacy learning}, url={https://books.google.com/books?id=E5_REAAAQBAJ&lpg=PR1&pg=PA27#v=onepage&q&f=false}, booktitle={Emerging trends in education policy: Unapologetic progressive conversations}, publisher={Information Age Publishing}, author={D.S., Davis and Alston, C. and Samuelson, C.}, editor={Ransaw, T.S. and Boggs, D.Editors}, year={2023}, month={Aug} }
 @article{davis_tenore_mcelhone_deiaco_2022, title={What do upper-elementary and middle school teachers know about the processes of text comprehension?}, volume={3}, ISSN={["1573-0905"]}, DOI={10.1007/s11145-022-10268-4}, journal={READING AND WRITING}, author={Davis, Dennis S. and Tenore, F. Blake and McElhone, Dot and DeIaco, Robyn}, year={2022}, month={Mar} }
 @article{davis_tenore_mcelhone_deiaco_2022, title={What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022)}, volume={5}, ISSN={["1573-0905"]}, DOI={10.1007/s11145-022-10306-1}, abstractNote={Teachers' knowledge of reading comprehension processes is underresearched relative to teachers' knowledge of word identification and phonological awareness.In this study, sixty-two pre-and inservice upper-elementary and middle school English language arts, science, and social studies teachers completed in-depth interview protocols eliciting multiple aspects of knowledge about reading comprehension processes.Using qualitative analyses, we found that teachers in the sample demonstrated knowledge in four consistent areas: strategizing, grappling to achieve coherence, leveraging and producing knowledge, and participating socially.We propose these concepts as a starting point for characterizing teachers' knowledge of how comprehension processes work when they are well developed.We discuss implications of these findings for future research and practice in literacy teacher education.}, journal={READING AND WRITING}, author={Davis, Dennis S. and Tenore, F. Blake and McElhone, Dot and DeIaco, Robyn}, year={2022}, month={May} }
 @article{davis_samuelson_griefenhagen_delaco_relyea_2021, title={Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains}, volume={57}, ISSN={1936-2722}, url={http://dx.doi.org/10.1002/rrq.445}, DOI={10.1002/rrq.445}, abstractNote={AbstractMuch of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in two domains: alphabetic code/word reading and meaning/connected text processes. Using this instrument, we sought to determine if teachers’ knowledge of the two proposed domains was highly associated and if knowledge was related to level of education and amount of teaching experience. We report on the reliability and validity of the KnERDI and describe patterns in educators’ performance on this instrument. We found that the KnERDI measured both domains with acceptable reliability in multiple samples of educators enrolled in an online professional development course. Educators scored higher on the meaning/connected text process subscale than on the alphabetic code/word reading subscale. The two subscales were strongly correlated, indicating that teachers’ knowledge as measured on the KnERDI is a unidimensional construct. Advanced degree completion was not consistently related to educators’ scores on the KnERDI, but there was a positive association between educators’ performance on the instrument and their years of experience teaching early reading, particularly with respect to the code‐based domain. We discuss potential uses of the KnERDI in future research and practice, positive trends in educators’ performance on the instrument, and challenges in measuring educators’ knowledge for supporting higher‐level language and comprehension processes.}, number={3 (Jul/Aug/Sep 2022)}, journal={Reading Research Quarterly}, publisher={Wiley Online Library}, author={Davis, D. and Samuelson, C. and Griefenhagen, J. and Delaco, R. and Relyea, J.}, year={2021}, month={Oct}, pages={781–804} }
 @article{deiaco_samuelson_grifenhagen_davis_kosanovich_2021, title={Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction}, volume={5}, url={http://dx.doi.org/10.1080/19388071.2021.1921889}, DOI={10.1080/19388071.2021.1921889}, abstractNote={ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={DeIaco, Robyn and Samuelson, Courtney and Grifenhagen, Jill and Davis, Dennis S. and Kosanovich, Marcia}, year={2021}, month={May}, pages={1–28} }
 @article{is it time for a hard conversation about cueing systems and word reading in teacher education?_2020, url={http://dx.doi.org/10.1080/10573569.2020.1792813}, DOI={10.1080/10573569.2020.1792813}, abstractNote={Abstract Recent media reports suggest that teachers and teacher educators are using the three-cueing system model to justify an overemphasis on context to help students read unfamiliar words. In this conceptual article, the authors argue that although these critiques are exaggerated, the current climate provides an opportunity for teacher educators to reflect on their ways of talking about word reading with teachers. The authors propose answers to nine questions, derived from recent conversations with teachers as they navigate conflicting messages about reading. To answer these questions, the authors describe a model of word reading, the Sound-Spelling-Meaning (SSM) model, and related instructional routines that are consistent with current evidence. The SSM model offers teachers and teacher educators a consistent language for talking and learning about word reading processes. It can be useful in teacher education to guide discussions of how words eventually become effortless for readers, the pivotal role of spelling in reading development, and the role of context in word recognition.}, journal={Reading & Writing Quarterly}, year={2020}, month={Jul} }
 @article{reading and inquiring in an afterschool tutoring program: working to re-imagine the reading intervention paradigm_2020, url={http://dx.doi.org/10.1177/1365480220959148}, DOI={10.1177/1365480220959148}, abstractNote={ In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us consider what it takes to re-imagine the ‘ofcourseness’ that dominates traditional approaches to tiered intervention in schools. These design tensions are: (1) competing priorities in student learning; (2) compromised forms of inquiry-based instruction; (3) negotiating how texts are chosen; and (4) complexities of responsiveness. These tensions underscore the messy challenges that must be addressed in school reform efforts related to reading intervention for older elementary readers. }, journal={Improving Schools}, year={2020}, month={Sep} }
 @article{jensen_wallace_steinberg_gabriel_dietiker_davis_kelcey_minor_halpin_rui_2019, title={Complexity and scale in teaching effectiveness research: Reflections from the MET Study}, volume={27}, ISSN={["1068-2341"]}, DOI={10.14507/epaa.27.3923}, abstractNote={Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.}, journal={EDUCATION POLICY ANALYSIS ARCHIVES}, author={Jensen, Bryant and Wallace, Tanner LeBaron and Steinberg, Matthew P. and Gabriel, Rachael E. and Dietiker, Leslie and Davis, Dennis S. and Kelcey, Benjamin and Minor, Elizabeth Covay and Halpin, Peter and Rui, Ning}, year={2019} }
 @article{sailors_martinez_trevino_sellers_davis_goatley_faeth_boyd_orellana_2019, title={From Disrupting to Holding Spaces for Critical Interruptions: Our Final Issue}, volume={51}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X19887307}, number={4}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Sellers, Teresa and Davis, Dennis S. and Goatley, Virginia J. and Faeth, Erin and Boyd, Fenice B. and Orellana, Pelusa}, year={2019}, month={Dec}, pages={391–393} }
 @article{sailors_martinez_trevino_graves_davis_goatley_faeth_boyd_orellana_2019, title={Looking Carefully at Instruction}, volume={51}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X18824909}, number={1}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Graves, Kayla and Davis, Dennis S. and Goatley, Virginia J. and Faeth, Erin and Boyd, Fenice B. and Orellana, Pelusa}, year={2019}, month={Mar}, pages={3–4} }
 @article{sailors_martinez_trevino_stortz_davis_jones_goatley_monaco_2018, title={A 50-Year Journey Through an Expanding Landscape of Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x18767744}, abstractNote={In the picture book Last Stop on Market Street (de la Peña, 2015), the protagonist, CJ, is upset that he and his grandmother must take their regular Sunday bus ride through the city. Along the way, though, CJ sees friends, meets new people, and interrogates the world around him, under the guidance of his grandmother, who helps him become a “better witness for what’s beautiful” in his world (de la Peña, 2015). In many ways, not only does CJ’s world expand in the book, but the book itself also expands beyond traditional boundaries. It is a notable example of children’s literature that portrays experiences beyond majoritarian narratives of Whiteness and class privilege. It also received the Caldecott Honor (for best illustrations) and the Newbery Medal (an award given almost exclusively to chapter books). There are many ways to interpret this book, but for us, it is a journey through a sociospatial landscape. CJ’s landscape is not just a backdrop for his experiences. It is a dynamic part of his meaning making, “an arena of possibility for creating something new” (Mills & Comber, 2015, p. 94). In his Newbery acceptance speech, author Matt de la Peña (2016) reflected on his ongoing reinterpretation of his own literacy journey. He explained,}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Stortz, Rebecca and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Jun}, pages={135–140} }
 @article{sailors_martinez_trevino_davis_jones_goatley_monaco_2018, title={Fifty Volumes of Research: Literacy Teacher Education}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X18785325}, abstractNote={In 2018, teacher education programs are innovative, but they also face challenges. Opportunities for innovations include areas such as critical literacies, reading foundations, disciplinary literacies, and digital literacies. Challenges include increasing the diversity of teacher candidates, offering more and higher quality literacy courses to meet the increasing definitions of literacy, and reduced enrollment. Although something seismic happened to the field when teacher education found its way into the National Reading Conference/Literacy Research Association (Dixey Massey, personal communication, December 21, 2017), it remains a topic that is grossly underrepresented in editorial statements and in literacy research across the life span of the Journal of Literacy Research (JLR, previously known as the Journal of Reading Behavior, or JRB). Because of our commitment to the topic, we focus this editorial statement on the topic of teacher education. As we have done in our preceding statements in this volume, we reviewed the editorial statements of our predecessors, looking specifically to see if and how they addressed notions of teacher education. Out of the JRB/JLR previous editorial statements we reviewed, only 11 statements included attention to teacher education (inclusive of preand in-service teacher education). In the spirit of re-presenting the work of earlier editors, we have organized this statement around three areas addressed by our predecessors: the contexts for teacher preparation programs, features of literacy coursework, and policy influences on teacher education.}, number={3}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Sep}, pages={275–280} }
 @article{harmon_martinez_davis_stortz_2018, title={First chapters: Invitations to step into story worlds}, volume={43}, number={2}, journal={SIGNAL Journal}, author={Harmon, J. and Martinez, M. and Davis, D.S. and Stortz, R.}, year={2018}, pages={32–35} }
 @article{sailors_martinez_stortz_trevino_davis_jones_goatley_monaco_2018, title={Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x18754892}, abstractNote={Quantum physics concerns the physical theories that explain the nuclear world, specifically nature at its smallest scales of energy levels of atoms and subatomic particles. Although it may appear perplexing as to why we invoke quantum physics in our editorial statement, the work of Karen Barad (feminist theorist with roots in theoretical physics) is influencing the field of literacy research. Her influence is evident in recent publications of Journal of Literacy Research (JLR; see for example, Ehret, Hollett, & Jocius, 2016; Muth, 2016; Tanner, 2017) and several sessions at the 2017 annual meeting of the Literacy Research Association, including a study group titled “Knotty Articulations: Wrestling With Posthumanism, Intersectionality, and Justice in Literacy Research.” In celebration of the 50th volume of the JLR, we engaged in a re-view of the previous editorial statements (Volumes 1 49). We carefully read and discussed each statement, analyzing how the editors re-presented complexity in literacy research. For this editorial statement, we focused on the methodological complexities raised by past editors. We summarize our findings in the following sections using several concepts from the work of Barad to frame JLR editorial statements since its inception in 1969 as the Journal of Reading Behavior (JRB).}, number={1}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Stortz, Rebecca and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Mar}, pages={3–8} }
 @article{sailors_martinez_trevino_davis_jones_goatley_van cura monaco_boyd_orellana_2018, title={Moving Forward With Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X18803834}, number={4}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Van Cura Monaco, Colleen and Boyd, Fenice B. and Orellana, Pelusa}, year={2018}, month={Dec}, pages={395–396} }
 @inbook{sailors_martinez_manning_davis_stortz_sellers_2018, place={Charlotte, NC}, title={When effective instruction is not enough: A critical look at the emergent understandings of liberatory pedagogy by teachers in a master's program}, booktitle={Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change}, publisher={Information Age Publishers}, author={Sailors, M. and Martinez, M. and Manning, L. and Davis, D.S. and Stortz, R. and Sellers, T.}, editor={Lopez, A.E. and Olan, E.L.Editors}, year={2018}, pages={15–30} }
 @article{martinez_harmon_davis_stortz_2017, title={An investigation of first chapters in high-quality literature for children and adolescents}, volume={36}, number={1}, journal={The Dragon Lode}, author={Martinez, M. and Harmon, J. and Davis, D.S. and Stortz, R.}, year={2017}, pages={32–39} }
 @article{mcelhone_tenore_davis_2017, title={How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice}, volume={66}, ISSN={2381-3369 2381-3377}, url={http://dx.doi.org/10.1177/2381336917718502}, DOI={10.1177/2381336917718502}, abstractNote={ This research examines the specialized knowledge of reading comprehension articulated by 12 middle school English language arts teachers sampled from three different regions of the United States and representing various levels of teaching experience. Using detailed interviews, concept mapping, and think aloud methods, we identified salient touchstones that characterize the teachers’ understandings of how and why readers interact with texts to construct meanings and change as readers. In this article, we present examples that illustrate the many ways that these understandings of comprehension were mobilized and transformed in their explanations of instructional practices. }, number={1}, journal={Literacy Research: Theory, Method, and Practice}, publisher={SAGE Publications}, author={McElhone, Dot and Tenore, F. Blake and Davis, Dennis S.}, year={2017}, month={Jul}, pages={232–247} }
 @article{sailors_martinez_davis_goatley_willis_2017, title={Interrupting and Disrupting Literacy Research}, volume={49}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x16686279}, number={1}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Davis, Dennis and Goatley, Virginia and Willis, Arlette}, year={2017}, month={Mar}, pages={6–9} }
 @article{huang_davis_ngamsomjan_2017, title={Keeping up and forging ahead: English language outcomes of proficient bilingual adolescents in the United States}, volume={67}, ISSN={0346-251X}, url={http://dx.doi.org/10.1016/j.system.2017.04.002}, DOI={10.1016/j.system.2017.04.002}, abstractNote={Research on the English language outcomes of bilingual adolescents is limited, particularly for the subgroup of proficient bilingual adolescents who are not classified as limited English proficient. The current study addresses this gap by investigating the correlates of English language outcomes in a group of proficient bilingual adolescents in grades 5–7 (n = 37), a pivotal stage of development due to the entry to adolescence and school transition. To examine the similarities and differences in English language development between monolingual and bilingual adolescents, the study also compares bilingual adolescents with a group of monolingual native English speakers (n = 23) who are comparable in age, socio-economic status and content instruction. All participants completed a background survey and five English language tests. The results showed that bilingual adolescents performed comparably to their monolingual peers in all English proficiency tasks. Their self-ratings of reading and writing ability were significantly higher than those of their monolingual peers. Among bilingual adolescents, those who reported more frequent reading and use of English scored higher in grammar and speech production tasks. They were also more confident in their English speaking and reading skills.}, journal={System}, publisher={Elsevier BV}, author={Huang, Becky H. and Davis, Dennis S. and Ngamsomjan, Jitrapa Rana}, year={2017}, month={Jul}, pages={12–24} }
 @inbook{davis_2017, place={New York, NY}, title={Learning to interrogate and resist the data culture in literacy education}, booktitle={Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis}, publisher={Routledge}, author={Davis, D.S.}, editor={Tenore, F. Blake and Justice, J.E.Editors}, year={2017}, pages={38–50} }
 @article{sailors_martinez_davis_goatley_willis_2017, title={Literacy Research and the Radical Imagination}, volume={49}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x17724032}, number={3}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Davis, Dennis and Goatley, Virginia and Willis, Arlette}, year={2017}, month={Sep}, pages={319–320} }
 @article{sailors_martinez_davis_goatley_willis_2017, title={Literacy Research in Uncertain Times}, volume={49}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x17706790}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Davis, Dennis and Goatley, Virginia and Willis, Arlette}, year={2017}, month={Jun}, pages={155–156} }
 @article{davis_vehabovic_2018, title={The Dangers of Test Preparation: WhatStudents Learn (and Don't Learn) About Reading Comprehension From Test-Centric Literacy Instruction}, volume={71}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1641}, abstractNote={AbstractThe authors offer guidance on recognizing and resisting test‐centric instruction in reading comprehension. They posit that five practices indicate a test‐centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students think, and when item‐level data are overinterpreted. The authors express concern that test‐centric literacy instruction has started to replace research‐based instructional practices more and more. Using a sociocultural lens, the authors describe what young readers are likely to learn (and not learn) about reading comprehension when they are immersed in this form of instruction. The article provides talking points that teachers can use to bolster their efforts to resist test preparation pressures that they may experience in their schools.}, number={5}, journal={READING TEACHER}, author={Davis, Dennis S. and Vehabovic, Nermin}, year={2018}, pages={579–588} }
 @article{bippert_davis_hilburn_hooper_kharod_rodriguez_stortz_2016, title={(Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate Our Understandings of What It Means to Learn and Teach}, volume={3}, url={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/}, number={1}, journal={Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy}, author={Bippert, K. and Davis, D.S. and Hilburn, M.R. and Hooper, J.D. and Kharod, D. and Rodriguez, C. and Stortz, R.}, year={2016} }
 @article{davis_huang_yi_2016, title={Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension}, volume={52}, ISSN={0034-0553}, url={http://dx.doi.org/10.1002/rrq.162}, DOI={10.1002/rrq.162}, abstractNote={AbstractPrevious research has identified various factors that contribute to readers’ comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers’ beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers’ comprehension of multiple texts and the processes used by readers to make sense of texts. Eighty‐three students (grades 5–7) participated in this mixed‐methods study. The sample consisted of monolingual students and emergent and proficient bilingual students who completed measures of expository comprehension, strategic knowledge and awareness, English‐language proficiency, prior content knowledge, and epistemic beliefs. Ten bilingual students from this sample also completed a think‐aloud protocol to allow for close examination of their meaning‐making processes. In a multiple regression analysis, English‐language proficiency was the strongest predictor of comprehension, followed by content knowledge. Strategy knowledge and awareness and epistemic beliefs were not related to multiple‐text comprehension in the model. The relationship between English‐language proficiency and comprehension was stronger for bilingual students than for monolingual students. Students in the think‐aloud sample demonstrated emergent knowledge of processes of disciplinary reading of multiple texts, including metacognitive monitoring, theorizing authorial identity, and intertextual integration, while also displaying a tendency to defer to institutionalized authority when evaluating credibility of the texts. The findings provide directions for future research on the way young adolescents comprehend and learn from expository texts in the discipline of science.}, number={2}, journal={Reading Research Quarterly}, publisher={Wiley}, author={Davis, Dennis S. and Huang, Becky and Yi, Tanisha}, year={2016}, month={Sep}, pages={227–252} }
 @article{lenski_larson_mcelhone_davis_lauritzen_villagómez_yeigh_landon-hays_lejeune_scales_2016, title={What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers’ Instructional Materials, Preferences, and Practices}, volume={55}, ISSN={1938-8071 1938-8063}, url={http://dx.doi.org/10.1080/19388071.2016.1156202}, DOI={10.1080/19388071.2016.1156202}, abstractNote={ABSTRACT This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews with participants. Results indicated that in grades K–6 core reading programs were the predominant material, but that these teachers also preferred to use trade books. The majority of grade 7–12 teachers reported mainly using trade books. Teachers reported using promising literacy practices, but data indicated that packaged programs are associated with reduced opportunities for students to engage in these practices. Teachers wanted to use their professional judgment to make decisions about materials.}, number={3}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={Lenski, Susan and Larson, Mindy and McElhone, Dot and Davis, Dennis S. and Lauritzen, Carol and Villagómez, Amanda and Yeigh, Maika and Landon-Hays, Melanie and LeJeune, Marie and Scales, W. David}, year={2016}, month={Apr}, pages={237–261} }
 @article{davis_mcelhone_tenore_2015, title={A dialogic account of reader–text interactions}, volume={14}, ISSN={1175-8708}, url={http://dx.doi.org/10.1108/ETPC-04-2015-0026}, DOI={10.1108/etpc-04-2015-0026}, abstractNote={
               Purpose
                – The purpose of this paper is to present a conceptualization of reading comprehension that extends beyond the traditional cognitive viewpoint on comprehension common in the field. 
            
            
               Design/methodology/approach
                – Drawing on literature and theory from various perspectives (cognitive, sociocultural and critical), the authors propose a conceptual heuristic that can inform future scholarship. 
            
            
               Findings
                – Using four foundational principles of reader–text interactions as a starting point (non-neutrality, tethered polysemy, variable agency and unruliness), the authors describe reader–text interactions in terms of the tethers/resources that are brought into the interaction, the moment-to-moment improvisation that occurs when readers meet a text and the changes at the intra- and interpersonal levels that result from and influence future reader–text interactions. 
            
            
               Originality/value
                – The conceptualization can inform future research and practice in literacy by situating meaning making within a broader understanding of the processes and consequences of textual interaction.
            }, number={3}, journal={English Teaching: Practice & Critique}, publisher={Emerald}, author={Davis, Dennis S. and McElhone, Dot and Tenore, F. Blake}, editor={Hilary Janks ,Prof. Debra Myhill ,P, Prof.Editor}, year={2015}, month={Dec}, pages={335–349} }
 @article{davis_bippert_villarreal_2015, title={Instructional Tendencies in the Teaching of Reading Comprehension}, volume={64}, ISSN={2381-3369 2381-3377}, url={http://dx.doi.org/10.1177/2381336915617399}, DOI={10.1177/2381336915617399}, abstractNote={Using videos from 63 teachers in grades 4–8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by instructional vignettes; (2) Text talk is common, but is dominated by teacher-facilitated questioning; (3) Instruction is intentional and explicit, but at a cost; (4) Instruction is strategy-centric, but not necessarily strategic; and (5) Knowledge-building is underemphasized during classroom textual interactions. This study addresses the need for more current understanding of the state of instructional practices in reading comprehension.}, number={1}, journal={Literacy Research: Theory, Method, and Practice}, publisher={SAGE Publications}, author={Davis, Dennis S. and Bippert, Kelli and Villarreal, Lorena}, year={2015}, month={Nov}, pages={285–306} }
 @article{davis_willson_2015, title={Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition}, volume={50}, ISSN={0034-0553}, url={http://dx.doi.org/10.1002/RRQ.103}, DOI={10.1002/rrq.103}, abstractNote={During the 2011–2012 academic year, Texas public schools began administering the State of Texas Assessments of Academic Readiness (STAAR) in grades 3–8, replacing the old testing system, the Texas Assessment of Knowledge and Skills (TAKS). The TAKS–STAAR transition is a unique contextual backdrop for studying the role of state-mandated reading and writing tests in the assessment and learning environments of elementary and middle schools. In this study, drawing on extensive interview data, we detail the test-centric instructional practices related to reading and writing that were made evident during the transition and the uncertainties about instruction that were brought about by the implementation of the new test. We also propose three concepts that help explain how test-centric practices maintain their deep entrenchment in literacy instruction: transfer avoidance, managerial partitioning, and the acceptability of overreaching inferences. Although the transition described in this article is specific to one region of the United States, the findings have implications for future research in other settings. 
 
Chinese 
 
在2011-12年学年中,美国德克萨斯州公立学校开始对第三至第八年级的学生进行德州学术准备程度评估,以取代旧的德州知识与技能评估测验系统。这个新旧测验系统的过渡期,为研究州政府授权的阅读与写作测验在中小学评估及学习环境所起的作用,提供了一个独特的研究背景。在本研究中,研究者根据广泛的访谈资料,详细描述在过渡期中显著出现的以考试为中心的读写教学实践,以及新测验的实施在教学上所带来的不确定性。研究者提出三个概念:转移的回避、管理的划分和过度推论的可接受性,以帮助解释以考试为中心的教学实践,如何牢固地植根于读写教学中。虽然本文所报告的是关于美国一个地区的具体过渡情况,但其研究结果却为将来在其他环境进行的研究带来一些启示。 
 
Spanish 
 
Durante el ano academico de 2011–2013, las escuelas publicas de Texas empezaron a darles a los estudiantes de tercer a octavo grado las Evaluaciones de Preparacion Academica del Estado de Texas (STAAR por sus siglas en ingles), tomando el lugar del sistema anterior, La Evaluacion de Conocimiento y Habilidades de Texas (TAKS por sus siglas en ingles). La transicion TAKS–STAAR es un fondo contextual inimitable para estudiar el rol de los examenes de lectura y escritura encargados por el estado en la evaluacion y el medio ambiente de aprendizaje en las escuelas primarias y secundarias. En este estudio, sirviendonos de informacion recogida en entrevistas extensas, detallamos las practicas de instruccion centradas en examenes relacionadas con la lectura y la escritura que se evidenciaron durante la transicion y las incertidumbres sobre la instruccion en si que fueron suscitadas por la implementacion de las nuevas evaluaciones. Tambien proponemos tres conceptos que ayudan a explicar como es que las practicas de instruccion centradas en examenes mantienen su hondo atrincheramiento en la alfabetizacion: la evasion de transferencia, la particion administrativa, y la aceptacion de inferencias extralimitadas. Aunque la transicion descrita en este articulo es especifica a una region de los Estados Unidos, los resultados tienen ciertas implicaciones para investigaciones futuras en otros trasfondos. 
 
Arabic 
 
خلال العامين الدراسيين 2011-2012، بدأت مدارس ولاية تكساس الحكومية إجراء التقييمات المسمية ((تقييمات ولاية تكساس للاستعداد الدراسي)) في الصفوف الثالث إلى الثامن، استبدالا بنظام التقييم السابق المسمى ((تقييم تكساس للمعرفة والمهارات)). إن الانتقال من النظام القديم إلى الجديد هو خلفية سياقية خاصة لدراسة دور امتحانات التحرير والقراءة المكلفة من قبل الحكومة في محيط التقييم والتعلم في المدارس الابتدائية والإعدادية. وفي هذه الدراسة المستمدة من معطيات مقابلات واسعة، نفيد بتفاصيل بالممارسات التعليمية المتمركزة في الامتحان المتعلقة بالقراءة والكتابة التي توضحت أثناء انتقال التعليم والالتباس فيه اللذين أتيا نتيجة لتنفيذ هذا الامتحان الجديد. نقدم هنا ثلاثة مفاهيم تبين كيف تظل الممارسات المتمركزة في الامتحان متراسخة في تعليم القراءة والكتابة ألا وهي: تجنب الانتقال والتجزئة الإدارية وقبول الاستدلالات المتجاوزة. ومع أن الانتقال الموصوف في هذه الدراسة مقتصر على إقليم من أقاليم الولايات المتحدة، فإن النتائج لها تداعيات لأبحاث مستقبلية في مجالات أخرى. 
 
Russian 
 
B тeчeниe 2011-12 yчeбнoгo гoдa шкoлы штaтa Texac нaчaли тecтиpoвaниe yчaщиxcя c тpeтьeгo пo вocьмoй клacc пo пpoгpaммe “Oцeнивaниe aкaдeмичecкoй пoдгoтoвки” (STAAR), paзpaбoтaннoй cпeциaльнo для этoгo штaтa вмecтo cтapoй cиcтeмы “Oцeнивaниe знaний и нaвыкoв” (TAKS). Пepexoд c TAKS нa STAAR – yникaльный кoнтeкcт для изyчeния poли eдиныx cтaндapтныx тecтoв пpи oцeнивaнии и oбyчeнии в нaчaльнoй и cpeднeй шкoлe. Oпиpaяcь нa дaнныe мнoгoчиcлeнныx интepвью, aвтopы пoдpoбнo paзбиpaют тecтo-цeнтpиpoвaнныe мeтoды oбyчeния чтeнию и пиcьмy, кoтopыe были выявлeны в пpoцecce пepexoдa oт пpeжнeй cиcтeмы к нoвoй, a тaкжe coмнeния yчитeлeй, cвязaнныe c нoвым тecтoм. Чтoбы paзoбpaтьcя, нacкoлькo глyбoкo yкopeнилиcь тecтo-цeнтpиpoвaнныe пpaктики пpи oбyчeнии paзличным видaм гpaмoтнocти, aвтopы ввoдят тpи пoнятия: избeгaниe пepexoдa, opгaнизaциoннoe дeлeниe и пpинятиe oжидaeмыx пocлeдcтвий. Xoтя в cтaтьe oпиcaн пepexoд oт oднoй кoнкpeтнoй пpoгpaммы к дpyгoй в oпpeдeлeннoм штaтe CШA, пoлyчeнныe peзyльтaты вaжны для бyдyщиx иccлeдoвaний в дpyгиx мecтax и пpи дpyгиx oбcтoятeльcтвax. 
 
French 
 
Au cours de l'annee academique 2011–2012, les ecoles publiques du Texas ont commence a administrer les Evaluations de preparation academique de l'Etat du Texas (State of Texas Assessments of Academic Readiness; STAAR) de la 3e a la 8e annee, qui remplacaient l'ancien systeme, l'Evaluation des connaissances et des competences du Texas (Texas Assessment of Knowledge and Skills; TAKS). La transition TAKS–STAAR offre une toile de fond contextuelle unique pour etudier le role des tests de lecture et ecriture imposes par l'Etat pour l’evaluation et les environnements d'apprentissage des ecoles primaires et secondaires. Dans cette etude, en partant de donnees d'entretiens a grande echelle, nous detaillons les pratiques pedagogiques centrees sur les tests relatifs a la lecture et a l’ecriture rendues manifestes par la transition et les incertitudes resultant de la mise en place du nouveau test. Nous proposons egalement trois concepts qui permettent d'expliquer ce qui fait que les pratiques centrees sur les tests demeurent profondement implantees dans l'enseignement du lire-ecrire : l’evitement du transfert, le cloisonnement gestionnaire, et l'acceptabilite des inferences excessives. Quoique la transition decrite dans cet article concerne specifiquement une region des Etats-Unis, les resultats presentes ont des implications pour les recherches a faire dans d'autres situations.}, number={3}, journal={Reading Research Quarterly}, publisher={Wiley}, author={Davis, Dennis S. and Willson, Angeli}, year={2015}, month={Mar}, pages={357–379} }
 @article{neitzel_davis_2014, title={Direct and indirect effects of teacher instruction and feedback on student adaptive help-seeking in upper-elementary literacy classrooms}, volume={24}, number={1}, journal={Journal of Research in Education}, author={Neitzel, C. and Davis, D.}, year={2014}, pages={53–68} }
 @article{davis_2013, title={Context and Implications Document for: Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature}, volume={1}, ISSN={2049-6613}, url={http://dx.doi.org/10.1002/REV3.3010}, DOI={10.1002/rev3.3010}, abstractNote={This guide accompanies the following article: Dennis S. Davis, Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature, Review of Education, 10.1002/rev3.3005}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Davis, Dennis S.}, year={2013}, month={Jun}, pages={225–227} }
 @article{davis_2013, title={Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature}, volume={1}, ISSN={2049-6613}, url={http://dx.doi.org/10.1002/REV3.3005}, DOI={10.1002/rev3.3005}, abstractNote={This conceptual article provides an overview and critique of the major versions of multiple comprehension strategies instruction (MCSI) that have been studied since 1980. The author argues that MCSI is a multifaceted instructional approach that takes on many different forms in the research literature. Even intervention studies that ostensibly examine the same brand of MCSI can have drastic variability in content and pedagogy. The author claims that independent and self‐regulated reading practices are underemphasized in this literature despite strong conceptual roots in self‐regulation and metacognitive learning theory. Finally, the author concludes that many MCSI studies present a proceduralized view of strategic reading, characterized by repeated use of common strategies taught to students in a prescribed sequence. While previous reviews and critiques of the reading comprehension literature have focused on the effectiveness of MCSI and the way it has been inadequately translated into typical practice, this article comments on the way MCSI is carried out in the intervention literature itself with the goal of understanding the pedagogical features that are prioritized by MCSI researchers. The interpretive remarks in this article provide directions for future work on reading comprehension instruction.}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Davis, Dennis S.}, year={2013}, month={Jun}, pages={194–224} }
 @article{davis_2013, title={What fifth-grade students reveal about their literacies by writing and telling narratives}, volume={52}, number={2}, journal={Reading Horizons}, author={Davis, D.S.}, year={2013}, pages={121–141} }
 @article{davis_2012, title={Multiple comprehension strategies instruction (MCSI) for improving reading comprehension and strategy outcomes in the middle grades (Meta-analysis protocol)}, journal={The Campbell Collaboration Library of Systematic Reviews}, author={Davis, D.S.}, year={2012} }
 @article{davis_neitzel_2011, title={A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment}, volume={104}, ISSN={0022-0671 1940-0675}, url={http://dx.doi.org/10.1080/00220671003690148}, DOI={10.1080/00220671003690148}, abstractNote={ABSTRACT The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices.}, number={3}, journal={The Journal of Educational Research}, publisher={Informa UK Limited}, author={Davis, Dennis S. and Neitzel, Carin}, year={2011}, month={Apr}, pages={202–215} }
 @article{davis_neitzel_2012, title={Collaborative sense-making in print and digital text environments}, volume={25}, ISSN={0922-4777 1573-0905}, url={http://dx.doi.org/10.1007/S11145-011-9302-2}, DOI={10.1007/s11145-011-9302-2}, number={4}, journal={Reading and Writing}, publisher={Springer Science and Business Media LLC}, author={Davis, Dennis S. and Neitzel, Carin}, year={2012}, month={Apr}, pages={831–856} }
 @article{davis_2011, title={Internalization and Participation as Metaphors of Strategic Reading Development}, volume={50}, ISSN={0040-5841 1543-0421}, url={http://dx.doi.org/10.1080/00405841.2011.558434}, DOI={10.1080/00405841.2011.558434}, abstractNote={Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view and proposes an alternative model of strategy learning. It is argued that learning to read strategically is really a process of learning to participate in textual interactions using the language and procedures of strategic readers. The author lays out specific components of strategy learning consistent with this participation view, including: coming to view reading as a strategic process; mastering the procedures and dialogue of strategic reading; and considering the possibility for resistance of the strategic reading identity. He describes key issues made evident by the participation metaphor that teachers should address as they continue to teach comprehension strategies.}, number={2}, journal={Theory Into Practice}, publisher={Informa UK Limited}, author={Davis, Dennis S.}, year={2011}, month={Apr}, pages={100–106} }
 @phdthesis{davis_2010, place={Nashville, TN}, title={A meta-analysis of comprehension strategy instruction for upper elementary and middle school students}, url={https://etd.library.vanderbilt.edu/available/etd-06162010-100830}, school={Vanderbilt University}, author={Davis, D.S.}, year={2010} }
 @article{davis_neitzel_2010, title={The Relationship Between Students’ Reading Orientations and their Strategic Activity During a Collaborative Reading Task}, volume={31}, ISSN={0270-2711 1521-0685}, url={http://dx.doi.org/10.1080/02702710903256593}, DOI={10.1080/02702710903256593}, abstractNote={This study examined the connection between middle school students’ beliefs about reading and their use of comprehension strategies during a collaborative reading activity. Seventy-one fifth- and sixth-grade students were videotaped while they worked in small groups to read and discuss short texts describing the reading habits and abilities of four fictitious readers. Students’ conceptions of successful reading were determined based on their rankings of these fictitious readers, and their strategic activity was indexed by coding their use of strategies and the participation roles they assumed while working together. The analyses revealed a strong relationship between students’ conceptions of reading and their patterns of interaction during the collaborative activity. The findings enrich our understanding of this relationship and raise important questions for future investigations.}, number={6}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Davis, Dennis S. and Neitzel, Carin}, year={2010}, month={Nov}, pages={546–579} }
 @article{davis_neitzel_2010, title={The Relationship between Students' Reading Orientations and Their Strategic Activity during a Collaborative Reading Task}, volume={31}, DOI={https://doi.org/10.1080/02702710903256593}, abstractNote={This study examined the connection between middle school students’ beliefs about reading and their use of comprehension strategies during a collaborative reading activity. Seventy-one fifth- and sixth-grade students were videotaped while they worked in small groups to read and discuss short texts describing the reading habits and abilities of four fictitious readers. Students’ conceptions of successful reading were determined based on their rankings of these fictitious readers, and their strategic activity was indexed by coding their use of strategies and the participation roles they assumed while working together. The analyses revealed a strong relationship between students’ conceptions of reading and their patterns of interaction during the collaborative activity. The findings enrich our understanding of this relationship and raise important questions for future investigations.}, number={6}, journal={Reading Psychology}, author={Davis, Dennis and Neitzel, Carin}, year={2010}, month={Dec}, pages={546–579} }
 @article{davis_2010, title={The effectiveness of multiple comprehension strategies instruction (MCSI) for improving reading comprehension in 4th-8th grade students}, journal={The Campbell Collaboration Library of Systematic Reviews}, author={Davis, D.S.}, year={2010} }