Dennis Davis D.S., D., Alston, C., & Samuelson, C. (2023). 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. Retrieved from https://books.google.com/books?id=E5_REAAAQBAJ&lpg=PR1&pg=PA27#v=onepage&q&f=false Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, March 5). What do upper-elementary and middle school teachers know about the processes of text comprehension? READING AND WRITING, Vol. 3. https://doi.org/10.1007/s11145-022-10268-4 Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, May 10). What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022). READING AND WRITING, Vol. 5. https://doi.org/10.1007/s11145-022-10306-1 Davis, D., Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. (2021). 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. https://doi.org/10.1002/rrq.445 DeIaco, R., Samuelson, C., Grifenhagen, J., Davis, D. S., & Kosanovich, M. (2021). Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction. Literacy Research and Instruction, 5, 1–28. https://doi.org/10.1080/19388071.2021.1921889 Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education? (2020). Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2020.1792813 Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm. (2020). Improving Schools. https://doi.org/10.1177/1365480220959148 Jensen, B., Wallace, T. L. B., Steinberg, M. P., Gabriel, R. E., Dietiker, L., Davis, D. S., … Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET Study. EDUCATION POLICY ANALYSIS ARCHIVES, 27. https://doi.org/10.14507/epaa.27.3923 Sailors, M., Martinez, M., Trevino, C., Sellers, T., Davis, D. S., Goatley, V. J., … Orellana, P. (2019, December). From Disrupting to Holding Spaces for Critical Interruptions: Our Final Issue. JOURNAL OF LITERACY RESEARCH, Vol. 51, pp. 391–393. https://doi.org/10.1177/1086296X19887307 Sailors, M., Martinez, M., Trevino, C., Graves, K., Davis, D. S., Goatley, V. J., … Orellana, P. (2019, March). Looking Carefully at Instruction. JOURNAL OF LITERACY RESEARCH, Vol. 51, pp. 3–4. https://doi.org/10.1177/1086296X18824909 Sailors, M., Martinez, M., Trevino, C., Stortz, R., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, June). A 50-Year Journey Through an Expanding Landscape of Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 135–140. https://doi.org/10.1177/1086296x18767744 Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., & Monaco, C. V. C. (2018, September). Fifty Volumes of Research: Literacy Teacher Education. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 275–280. https://doi.org/10.1177/1086296X18785325 Harmon, J., Martinez, M., Davis, D. S., & Stortz, R. (2018). First chapters: Invitations to step into story worlds. SIGNAL Journal, 43(2), 32–35. Sailors, M., Martinez, M., Stortz, R., Trevino, C., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, March). Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 3–8. https://doi.org/10.1177/1086296x18754892 Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., … Orellana, P. (2018, December). Moving Forward With Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 395–396. https://doi.org/10.1177/1086296X18803834 Davis, D. S., & Vehabovic, N. (2018). 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. https://doi.org/10.1002/trtr.1641 Sailors, M., Martinez, M., Manning, L., Davis, D. S., Stortz, R., & Sellers, T. (2018). 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. Martinez, M., Harmon, J., Davis, D. S., & Stortz, R. (2017). An investigation of first chapters in high-quality literature for children and adolescents. The Dragon Lode, 36(1), 32–39. McElhone, D., Tenore, F. B., & Davis, D. S. (2017). 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. https://doi.org/10.1177/2381336917718502 Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, March). Interrupting and Disrupting Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 6–9. https://doi.org/10.1177/1086296x16686279 Huang, B. H., Davis, D. S., & Ngamsomjan, J. R. (2017). Keeping up and forging ahead: English language outcomes of proficient bilingual adolescents in the United States. System, 67, 12–24. https://doi.org/10.1016/j.system.2017.04.002 Davis, D. S. (2017). 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. Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, September). Literacy Research and the Radical Imagination. JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 319–320. https://doi.org/10.1177/1086296x17724032 Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, June). Literacy Research in Uncertain Times. JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 155–156. https://doi.org/10.1177/1086296x17706790 Bippert, K., Davis, D. S., Hilburn, M. R., Hooper, J. D., Kharod, D., Rodriguez, C., & Stortz, R. (2016). (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). Retrieved from 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/ Davis, D. S., Huang, B., & Yi, T. (2016). Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension. Reading Research Quarterly, 52(2), 227–252. https://doi.org/10.1002/rrq.162 Lenski, S., Larson, M., McElhone, D., Davis, D. S., Lauritzen, C., Villagómez, A., … Scales, W. D. (2016). 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. https://doi.org/10.1080/19388071.2016.1156202 Davis, D. S., McElhone, D., & Tenore, F. B. (2015). A dialogic account of reader–text interactions. English Teaching: Practice & Critique, 14(3), 335–349. https://doi.org/10.1108/etpc-04-2015-0026 Davis, D. S., Bippert, K., & Villarreal, L. (2015). Instructional Tendencies in the Teaching of Reading Comprehension. Literacy Research: Theory, Method, and Practice, 64(1), 285–306. https://doi.org/10.1177/2381336915617399 Davis, D. S., & Willson, A. (2015). Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition. Reading Research Quarterly, 50(3), 357–379. https://doi.org/10.1002/rrq.103 Neitzel, C., & Davis, D. (2014). 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. Davis, D. S. (2013). 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. https://doi.org/10.1002/rev3.3010 Davis, D. S. (2013). 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. https://doi.org/10.1002/rev3.3005 Davis, D. S. (2013). What fifth-grade students reveal about their literacies by writing and telling narratives. Reading Horizons, 52(2), 121–141. Davis, D. S., & Neitzel, C. (2012). Collaborative sense-making in print and digital text environments. Reading and Writing, 25(4), 831–856. https://doi.org/10.1007/s11145-011-9302-2 Davis, D. S. (2012). 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. Davis, D. S., & Neitzel, C. (2011). A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment. The Journal of Educational Research, 104(3), 202–215. https://doi.org/10.1080/00220671003690148 Davis, D. S. (2011). Internalization and Participation as Metaphors of Strategic Reading Development. Theory Into Practice, 50(2), 100–106. https://doi.org/10.1080/00405841.2011.558434 Davis, D. S. (2010). A meta-analysis of comprehension strategy instruction for upper elementary and middle school students (Doctoral dissertation, Vanderbilt University). Retrieved from https://etd.library.vanderbilt.edu/available/etd-06162010-100830 Davis, D. S., & Neitzel, C. (2010). The Relationship Between Students’ Reading Orientations and their Strategic Activity During a Collaborative Reading Task. Reading Psychology, 31(6), 546–579. https://doi.org/10.1080/02702710903256593 Davis, D., & Neitzel, C. (2010). The Relationship between Students' Reading Orientations and Their Strategic Activity during a Collaborative Reading Task. Reading Psychology, 31(6), 546–579. https://doi.org/https://doi.org/10.1080/02702710903256593 Davis, D. S. (2010). The effectiveness of multiple comprehension strategies instruction (MCSI) for improving reading comprehension in 4th-8th grade students. The Campbell Collaboration Library of Systematic Reviews.