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EDLL 6060: Research Design in Literacy and the Language Arts: Required Readings

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Required Readings for EDLL 6060

Compton-Lilly, C. (2007). The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly, 42(1), 72-98. doi:10.1598/RRQ.42.1.3

Hoffman, J. V., Sailors, M., & Duffy, G. R. (2004). The Effective Elementary Classroom Literacy Environment: Examining the Validity of the TEX-IN3 Observation System. Journal Of Literacy Research, 36(3), 303-334. doi:10.1207/s15548430jlr3603_3

Marshall, E. (2004). Stripping for the wolf: Rethinking representations of gender in children's literature. Reading Research Quarterly, 39(3), 256-270. doi:10.1598/RRQ.39.3.1

Moss, B. (2008). The Information Text Gap: The Mismatch Between Non-Narrative Text Types in Basal Readers and 2009 NAEP Recommended Guidelines. Journal Of Literacy Research, 40(2), 201-219. doi:10.1080/10862960802411927

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945. doi:10.1037/0012-1649.33.6.934

Gillen, J. (2009). Literacy practices in Schome Park: a virtual literacy ethnography. Journal Of Research In Reading, 32(1), 57-74. doi:10.1111/j.1467-9817.2008.01381.x

Anne, H. D. (1999). Coach bombay's kids learn to write: Children's appropriation of media material for school literacy. Research in the Teaching of English, 33(4), 367. Retrieved from

Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal Of Educational Psychology, 90(1), 37-55. doi:10.1037/0022-0663.90.1.37

Ivey, G., & Broaddus, K. (2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading Research Quarterly, 42(4), 512-545. doi:10.1598/RRQ.42.4.4

Monaghan, E. (1991). Family literacy in early 18th-century Boston: Cotton Mather and his children. Reading Research Quarterly, 26(4), 342-370. doi:10.2307/747893

Henk, W. A., & Melnick, S. A. (1995). The Reader self-perception scale (RSPS): a new tool for measuring how children feel about themselves as readers. Reading Teacher, 48470-482.

Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal Of Educational Psychology, 91(3), 403-414. doi:10.1037/0022-0663.91.3.403

Benge, C., Onwuegbuzie, A., Mallette, M., & Burgess, M. (2010). Doctoral Students' Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis. International Journal Of Doctoral Studies, 555-77

Gordon, E., McKibbin, K., Vasudevan, L., & Vinz, R. (2007). Writing out of the unexpected: Narrative inquiry and the weight of small moments. English Education, 39(4), 326-351. Retrieved from

Simos, P. G., Fletcher, J. M., Sarkari, S., Billingsley, R. L., Francis, D. J., Castillo, E. M., & ... Papanicolaou, A. C. (2005). Early Development of Neurophysiological Processes Involved in Normal Reading and Reading Disability: A Magnetic Source Imaging Study. Neuropsychology, 19(6), 787-798. doi:10.1037/0894-4105.19.6.787

Mudre, L., & McCormick, S. (1989). Effects of meaning-focused cues on underachieving readers' context use, self-corrections, and literal comprehension. Reading Research Quarterly, 24(1), 89-113.

Neuman, S. B., & Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 29(4), 382.

Baumann, J. F., Hoffman, J. V., & Duffy-Hester, A. M. (2000). The first R yesterday and today: U.S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly, 35(3), 338-377. doi:10.1598/RRQ.35.3.2

Mesmer, H. E. (2006). Beginning Reading Materials: A National Survey of Primary Teachers' Reported Uses and Beliefs. Journal Of Literacy Research, 38(4), 389-425. doi:10.1207/s15548430jlr3804_2

Michaels, S. (1981). "Sharing tme":  Children's narrative styles and differential access to literacy.  Language in Society, 10, 423-443.

Wolfe, M. B. & Goldman, S. R. (2005).  Relationships between adolescents' text processing and reasoning. Cognition and Instruction, 23(4), 467-502.

Rogers R. and Schaenen, I., Critical Discourse Analysis in Literacy Education: A Review of the Literature (pages 121–143), Reading Research Quarterly, Vol. 49 Issue 1, January/February/March 2014
Fiano, D. A., Primary Discourse and Expressive Oral Language in a Kindergarten Student, Reading Research Quarterly Volume 49, Issue 1, pages 61–84, January/February/March 2014
Lesley A. Rex, Mike Bunn, Bethany A. Davila, Hannah A. Dickinson, Amy Carpenter Ford, Chris Gerben, Melinda J. McBee Orzulak, and Heather Thomson  Review of Discourse Analysis in Literacy Research: Equitable Access, Reading Research Quarterly Volume 45, Issue 1, pages 94–115, January/February/March 2010

Albers, P. & Harste, J. (2007).  The arts, new literacies, and multimodality.  English Education, 40/1, 6-20.
Eisner, E. W. (2002). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18(1), 4-16.
Weber, S. (2008). Visual images in research.  In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research. (pp. 41-54). Thousand Oaks, CA:  Sage.   

Eisner, E. W. (2003). The arts and the creation of the mind. Language Arts, 80(5), 340-344.
Harste, J. (2014). The art of learning to be critically literate.  Language Arts, 92(2), 90-102. 
Harste, J. (2014). Transmediation:  What art affords our understanding of literacy. In P. J. Dunston, J. K. Fullerton, M. W. Cole, D. Herro, J. A. Malloy, P M. Wilder, & K. N. Headley (Eds.), 63rd Literacy Research Association yearbook (pp. 88-103). Altamote Springs, FL:  Literacy Research Association. 
Kendrick, M. (2015). The affordances and challenges of visual methodologies in literacy studies.  In J. Rowsell & K. Pahl (Eds.), The Routledge handbook of literacy studies (pp. 619-633). London: Routledge.
Serafini, F. (2015). Multimodal literacy:  From theories to practices.  Language Arts, 92(6). 412-422. 
Serafini, F. (2010) Reading multimodal texts:  Perceptual, structural and ideological perspectives.  Children’s Literature in Education, 41(2), 85-104.
Serafini, F. (2012). Reading multimodal texts in the 21st century. Research in the Schools, 19(1), 26-32.
Siegel, M. & Rowe, D. W. (2011). Webs of significance:  Semiotic perspectives on text.  In D. Lapp & D. Fisher, (Eds.), Handbook of research on teaching the English language arts. (3rd ed., pp. 202-207).  New York:  Routledge.   
Sipe, L. R. (1998). How picturebooks work:  A semiotically framed theory of text-picture relationships. Children’s Literature in Education, 29(2). 97-108.
Wiseman, A., Makinen, M., and Kupiainen, R. (2016) Literacy through photography: Multimodal and visual literacy in a third grade classroom. Early Childhood Education, 44, 537–544.



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