Jill Freiberg Grifenhagen

Reimagining Discourse in the Classroom

Grifenhagen, J. F., & Barnes, E. M. (2022, April 8). READING TEACHER, Vol. 4.

University-based literacy coaches as outsiders to the rural school context

TEACHING AND TEACHER EDUCATION, 114, 103694.

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

Literacy Research and Instruction.

Getting KnERDI with Language: Examining Teachers' Knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains

Davis, D. S., Samuelson, C., Grifenhagen, J., Delaco, R., & Relyea, J. (2021, October 19). READING RESEARCH QUARTERLY, Vol. 10.

Preparing pre-service early childhood teachers to support child language support

Grifenhagen, J. F., & Dickinson, D. K. (2021, December 12). JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, Vol. 12, pp. 1–23.

Supporting Novice K-2 Teachers' Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools

LITERACY RESEARCH AND INSTRUCTION.

Touch-Talk-Text: Science Practices and Language for Reading Comprehension

Grifenhagen, J. F., Carrier, S. J., Scharen, D. R., & Fiocca, S. J. (2021, July 1). READING TEACHER, Vol. 7.

Academic Vocabulary Support for Elementary Science Pre-Service Teachers

JOURNAL OF SCIENCE TEACHER EDUCATION.

Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study

EARLY CHILDHOOD EDUCATION JOURNAL, 47(2), 175–186.

Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space

Journal of Child Language, 47(2), 1–21.

Talking the talk: Translating research to practice

Early Child Development and Care, 187(3-4), 509–526.

The role of teachers' comments during book reading in children's vocabulary growth

Journal of Educational Research, 110(5), 515–527.

Academic language in early childhood classrooms

Reading Teacher, 70(1), 39–48.

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach

Early Childhood Research Quarterly, 29(3), 231–244.