Whittingham, C. E., Hoffman, E. B., & Teale. (2017). Recent research that should inform principals’ literacy leadership. Principal, 97(2), 20-23.

Yokota, J., & Teale, W. H. (2017). Striving for international understanding through literature. The Reading Teacher, 70(5), 629-633.


Teale, W. H. (2016, Sept/Oct). The power of literacy, Literacy Today

Yokota, J., & Teale, W. H. (2016, May/June). International books matter, Literacy Today, 6-7,


McKay, R. & Teale, W. H. (2015). Not this but that: No more teaching a letter a week. Portsmouth, NH: Heinemann Publishing Company.



Hoffman, J., Teale, W. H., & Paciga, K. (2014). The complexities of assessing vocabulary learning in early childhood. The Journal of Early Childhood Literacy 14(4) 459-481.

Teale, W. H., Hoffman, J., & Paciga, K. (2014). What do children need to succeed in early literacy—And beyond? In K. Goodman, R. Calfee, & Y. Goodman (Eds.), Whose knowledge counts in government literacy policies? Why expertise matters (pp. 179-186). New York: Routledge.

Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: Making informed choices. The Reading Teacher, 34(6), 577-585.



Chaudhri, A., & Teale, W. H. (2013). Stories of multiracial experiences in literature for children, ages 9-14. Children’s Literature in Education.

Paciga, K., Lisy, J., & Teale, W. H.  (2013). Better start before kindergarten: Computer technology, interactive media and the education of preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 7(2), 85-104.

Shanahan, T. (2013). Best practices in using reading to advance writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (2nd ed., pp. 334-350). New York: Guilford Publications.

Shanahan, T., & Lonigan, C.J. (Eds.). (2013). Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Brookes Publishing.

Teale, W. H., Lyons, K., Gambrell, L., Zolt, N., Olien, R., & Leu, D. (2013).  An online learning community as support for at-risk students’ literacy growth:  Findings, implications, and challenges.  In A. Shamir & O. Korat (Eds.), Technology as a support for literacy achievements for children at risk (pp. 141-156). Dordecht, Netherlands: Springer.



Paciga, K. A., Hoffman, J. L., & Teale, W. H. (2011). The National Early Literacy Panel Report and classroom instruction: Green lights, caution lights, and red lights. Young Children, 66(6), 50-57.

Shanahan, T. (2011). Education policy and the language arts. In L. Morrow (Ed.), Handbook of research on the English language arts (3rd ed.).  Urbana, IL: National Council of Teachers of English.

Shanahan, T. (2011). Reading curricula for students beyond the primary grades. In T. Rasinski (Ed.), Developing reading instruction that works. Bloomington, IN: Solution Tree Press.

Yokota, J., & Teale, W. H. (2011). Materials in the school reading curriculum.  In T. Rasinski (Ed.), Rebuilding the foundation:  Effective reading instruction for 21st century literacy (pp. 66-87).  Bloomington, IN: Solution Tree Press.



Shanahan, T. (2010). Review of Interdisciplinary approaches to literacy and development. Comparative Education Review, 54(3), 454-456.

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through third grade: A practice guide (NCEE Publication No. 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sci­ences, U.S. Department of Education.

Shanahan, T., & Lonigan, C.J. (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher.

Teale, W. H., Hoffman, J. L., & Paciga, K. A. (2010). Where Is NELP leading preschool literacy instruction? Potential positives and pitfalls. Educational Researcher, 39(4), 311-315.

Teale, W. H., Paciga, K. A., & Hoffman, J. L.  (2010). What it takes in early schooling to have adolescents who are skilled and eager readers and writers.  In K. Hall, U. Goswami, C. Harrison, S. Ellis & J. Soler (Eds.), Interdisciplinary perspectives on learning to read: Culture, cognition and pedagogy (pp. 151-163).  London: Routledge.



Paciga, K. A., Garrette Lisy, J., & Teale, W. H.  (2009). Examining student engagement in preschool read-alouds.  Yearbook of the National Reading Conference, 58, 330-347.

Scott, J. L., & Teale, W. H.  (2009). Effective literacy instruction for urban children:  Voices from the classroom.  The Reading Teacher, 63(4), 338-341.

Shanahan, T. (2009). Connecting reading and writing instruction for struggling readers. In G. Troia (Ed.), Instruction and assessment for struggling writers: Evidence-based practices  (pp. 113-131). New York: Guilford Press.

Shanahan, T. (2009). Reading in the twenty-first century: The literacy our children need. In What will tomorrow’s schools teach. Amherst, MA: Evaluation Systems, Pearson.

Teale, W. H.  (2009). Children learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.

Teale, W. H., Hoffman, J., Paciga, K.A., Garrette, J., Richardson, S., & Berkel, C.  (2009). Early literacy: Then and now. In Y. Goodman & J. Hoffman (Eds.), Changing literacies for changing times (pp. 76-97).  New York: Routledge/ Lawrence Erlbaum.



August, D., Beck, I. L., Calderón, M., Francis, D. J., Lesaux, N. K., Shanahan, T., Erickson, F., & Siegel, L. S. (2008). Instruction and professional development. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 131-250). New York: Routledge.

August, D., & Shanahan, T. (2008). Introduction and methodology. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 1-18). New York: Routledge.

Lesaux, N. K., Geva, E., Koda, K., Siegel, L. S., & Shanahan, T. (2008). Development of literacy in second-language learners. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 27-60). New York: Routledge.

Lonigan, C. J., Shanahan, T., Cunningham, A. (2008). Impact of shared reading interventions on young children’s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 153-171). Washington, DC: National Institute for Literacy.

National Early Literacy Panel. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

Sanny, R., & Teale, W. H. (2008), Using multimedia anchored instruction cases in literacy methods courses: Lessons learned from pre-service teachers. Journal of Literacy and Technology, 9(1), 2-35.

Schatschneider, C., Westberg, L., & Shanahan, T. (2008). Methodology of the National Early Literacy Panel. In Developing early literacy: Report of the National Early Literacy Panel (pp. 1-53). Washington, DC: National Institute for Literacy.

Shanahan, C., & Shanahan, T. (2008). Content area reading/learning: Flexibility in knowledge  acquisition. In K. Cartwright (Ed.), Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning.  New York: Guilford Publications.

Shanahan, T. (2008). Implications of RTI for the reading teacher. In D. Fuchs, L. S. Fuchs, & S. Vaughn (Eds.), Response to Intervention: A framework for reading educators(pp. 105-122). Newark, DE: International Reading Association.

Shanahan, T. (2008). Literacy across the lifespan: What works? Community Literacy Journal, 3(1), 3-20.

Shanahan, T. (2008). Reading education through the eyes of a curmudgeon. The California Reader, 42(1), 3-9.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Education Review, 78(1).

Teale, W. H.  (2008). What counts? Literacy assessment in urban schools. The Reading Teacher, 62, 358-361.

Teale, W. H., Yokota, J., & Martinez, M. G.  (2008). The book matters: Evaluating and selecting what to read aloud to young children. In A. DeBruin-Parecki (Ed.), Effective early literacy practice: Here’s how, here’s why (pp. 101-121). Baltimore, MD:  Paul Brookes.

Yokota, J., Teale, W. H., & Quiroa, R.  (2008). Literacy development for culturally diverse students. In S.B. Wepner, D.S. Strickland & J.T. Feeley (Eds.), The administration and supervision of reading programs. (4th ed.). (pp. 170-185). New York: Teachers College Press.



Dunst, C.J., Hamby, D.W., & Brookfield, J. (2007).  Modeling the effects of early childhood intervention variables on parent and family well-being.  Journal of Applied Quantitative Methods 2(3), 268-288.

Glasswell, K., & Teale, W. H.  (2007). Authentic assessment of authentic student work in urban classrooms.  In J. R. Paratore & R. L. McCormack (Eds.), Classroom literacy assessment: Making sense of what students know and do (pp. 262-279).  New York:  Guilford.

Teale, W. H., Paciga, K. A., & Hoffman, J. L.  (2007). Beginning reading instruction in urban schools: The curriculum gap insures a continuing achievement gap. The Reading Teacher, 61, 344-348. (Reprinted in D. S. Strickland (Ed.), (2010). Essential readings on early literacy. Newark, DE: International Reading Association.)

Teale, W. H., Zolt, N., Yokota, J., Glasswell, K., & Gambrell, L.  (2007). Getting children In2Books: Engagement in authentic reading, writing, and thinking.  Phi Delta Kappan, 88, 498-502.

Teale, W. H., & Gambrell, L. B.  (2007). Raising urban students’ literacy achievement by engaging in authentic, challenging work.  The Reading Teacher, 60, 728-739.