Leadership Publications

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The Center for Literacy has a proud academic legacy, stewarded over the years by Maureen, Shelley, Tim, Bill, and Kira. Take a look at the amazing research publications our leaders have been a part of, championing literacy work across the country.

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Early Childhood Literacy

Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (in press). Early literacy research, 2006-2015: A decade of measured progress. Journal of Early Childhood Literacy.
Horsley, H., Chung, S., Fong, K., Vaughan, A. and Mitric, S. (2019). Initial Lessons Learned From The Collaborative Efforts of an Early Head Start – Child Care Partnership. American Education Research Association.
Teale, W. H., Hoffman, E. B., Whittingham, C. E., & Paciga, K. (2018). Starting them young: How the shift from reading readiness to emergent literacy has influenced preschool literacy education. In C. M. Cassano & S. M. Dougherty (Eds.), Pivotal research in early literacy. New York: Guilford.
Turner, J. (2018). Nurturing young children’s literacy development through effective preschool practices and policies: A conversation with Dr. William H. Teale. Language Arts, 95(3), 176-181.
Yokota, J., & Teale, W. H. (2017). Striving for international understanding through literature. The Reading Teacher, 70(5), 629-633.
Hoffman, E.B. & Whittingham, C.E. (2016). A neighborhood notion of emergent literacy: One mixed-methods inquiry to inform community-based education. Early Childhood Education Journal. 45(2), 175-185.
Hoffman, E.B., Whittingham, C.E., & Rumenapp, J.C. (2016). Using tablets’ video technology to enrich childhood read-alouds. Illinois Reading Council Journal. 44(4), 23-33.
Hoffman, J., Teale, W. H., & Yokota, J. (2016). The book matters! Choosing complex narrative texts to support literary discussion. In H. Bohart, H. B. Collick, & K. Charner (Eds.), Teaching and learning in the primary grades (pp. 32-40). Washington, DC: National Association for the Education of Young Children.
Whittingham, C.E., Hoffman, E.B., & Rumenapp, J.C. (2016). “It ain’t ‘nah,’ it’s ‘no’”: Preparing preschoolers for the language of school. Journal of Early Childhood Literacy. Advance online publication. DOI: 10.1177/1468798416674254
Whittingham, C. E., Hoffman, E.B. (2016). Dialogic data decision making using the collaborative choice matrix. Illinois Reading Council Journal. 44(2), 14-19.
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., & Yokota, J. (2015). The book matters! Choosing complex narrative texts to support literary discussion. Young Children, 70(4), 8-15
Teale, W. H., Walski, M., Hoffman, E., Whittingham, C., Meehan, M., & Colaner, A. (2015). Early childhood literacy: Policy for the coming decade. Chicago: Research on Urban Policy Initiative & University of Illinois at Chicago Center for Literacy.
Walski, M. M., Hoffman, E. B., & Teale, W. H. (2015). Kindergarten readiness: What Head Start and Early Head Start parents and staff think and do about it. (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy.
Hoffman, J. L., Paciga, K. A., & Teale, W. H. (2014). Common Core State Standards and early childhood literacy instruction: Confusions and conclusions (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy.
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).
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.
Lonigan, C., & Shanahan, T. (2013.) Developing early literacy skills: Things we know we know and things we know we don’t know. In L. Ehri (Ed.), Theoretical models and processes of reading (6^th ed.) (pp. 362-374). Newark, DE: International Reading Association.
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., & Lonigan, C.J. (Eds.). (2013). Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Brookes Publishing.
Teale, W. H., Hoffman, J., & Paciga, K. (2013). 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. New York: Routledge.
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., & Lonigan, C.J (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher.
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.
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.
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.
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. 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.
Lonigan, C. J., & Shanahan, T. (2008). Executive summary: Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
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.
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, T. (2008). Introduction. In Developing early literacy: Report of the National Early Literacy Panel (pp. xiii–xv). Washington, DC: National Institute for Literacy.
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.
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.
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.)

Literacy Teaching and Research

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, http://viewer.zmags.com/publication/8165a33c#/8165a33c/8
Yokota, J., & Teale, W. H. (2016, May/June). International books matter, Literacy Today, 6-7, http://viewer.zmags.com/publication/b508b9bc#/b508b9bc/8.
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 (2^nd 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 (3^rd 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 21^st 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. (4^th 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.

English Learners & Literacy

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. (2006). Introduction and methodology. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 1–42). Mahway, NJ: Lawrence Erlbaum Associates.
August, D., & Shanahan, T. (2006). Synthesis: Instruction and professional development. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 351-364). Mahway, NJ: Lawrence Erlbaum Associates.
August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth. 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.
Cullerton, A., & Teale, W. H. (2014). Literacy and undocumented immigrant youth in a federal detainment center: Working toward a better future (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy.
Ferroli, L., & Shanahan, T. (1993). Voicing in Spanish and English knowledge transfer. In D. Leu & C. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice. (Forty-second Yearbook of the National Reading Conference, pp. 413-418). Chicago: National Reading Conference.
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.
Lesaux, N.K., Koda, K., Siegel, L.S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 75-122). Mahway, NJ: Lawrence Erlbaum Associates.
Morales, P. Z. (2016). From ethnographic surveillance to relationship: Contemporary tensions and possibilities in community based anthropological research. Introduction to Special Issue. Anthropology and Education Quarterly, 47(1), 3-4.
Morales, P. Z., & Razfar, A. (2016). Advancing integration through bilingualism for all. In E. Frankenburg, L. Garces & M. Hopkins (Eds.), School Integration Matters: Research-based Strategies to Advance Equity (pp. 135-144). New York: Teachers College Press.
Morales, P. Z., & Rao, A. B. (2015). How ideology and cultural capital shape the distribution of Illinois’ bilingual education programs. Online commentary. Teachers College Record. Date Published: September 28, 2015 http://www.tcrecord.org ID Number: 18139.
Mulhern, M., Rodriguez, F.V., & Shanahan, T. (1994). Family literacy for language minority families: Issues for program implementation. Washington, DC: National Clearinghouse for Bilingual Education.
Rodriguez-Brown, F.V., Colomb, A., Reyes, C., Sakash, K., & Schikore, M. (1995). Parental involvement in schools. Brochure for national dissemination (English and Spanish versions). Chicago: UIC Center for Literacy.
Sakash, K. & Rodriguez-Brown, F.V. (1995). Teamworks: Mainstream and bilingual/ESL teacher collaboration. Washington, DC: National Clearinghouse for Bilingual Education.
Shanahan, T., & Beck, I.L. (2006). Effective literacy teaching for English-Language Learners. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 415-488). Mahway, NJ: Lawrence Erlbaum Associates.
Shanahan, T., Mulhern, M., & Rodriguez, F.V. (1995). Project FLAME: A literacy program for language minority families. The Reading Teacher, 48, 586-593.
Teale, W. H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.

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.
Yokota, J., & Teale, W. H. (2016, May/June). International books matter, Literacy Today, 6-7, http://viewer.zmags.com/publication/b508b9bc#/b508b9bc/8.
Teale, W. H. (2016, Sept/Oct). The power of literacy, Literacy Today, http://viewer.zmags.com/publication/8165a33c#/8165a33c/8
Phillips, N., Woodard, R., & Teale, W. H. (2015). Impacting literacy policy—And practice. Illinois Reading Council Journal. 43(3), 3-5.
Cullerton, A., & Teale, W. H. (2014). Literacy and undocumented immigrant youth in a federal detainment center: Working toward a better future (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy.
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.
Teale, W. H. (2006). It sometimes takes time—A long time! In S. B. Wepner & L. B. Gambrell (Eds.), Beating the odds: Getting published in the field of literacy. Newark, DE: International Reading Association.
Raphael, T.E., Gavelek, J., Hynd, C. R., Teale, W. H., & Shanahan, T. (2002). Christmas trees are great, but not as models for instructional coherence in literacy. Illinois Reading Council Journal, 30 (3), 5-7.
Raphael, T.E., Hynd, C., Shanahan, T., Teale, W. H., Gavelek, J., Glasswell, K., & Gomez, K. W. (2003). Professional development: How quality can make a difference. Illinois Reading Council Journal, 31(3), 5-9.
Shanahan, T. (2005). Modes of inquiry in literacy studies and issues of philosophy of science. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy (pp.5-21). Mahwah, NJ: Erlbaum.
Teale, W. H., Hynd, C. R., Raphael, T. E., Carter, S., Gavelek, J., & Shanahan, T. (2002). Testing, testing… 4, 5, 6. Illinois Reading Council Journal, 30 (1), 5-6.
Teale, W. H., Glasswell, K., Gomez, K. W., Shanahan, T., Hynd, C., & Raphael, T. (2003). On reader outrage and literacy learning. Illinois Reading Council Journal, 31(2) 8-10.

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Leadership Publications

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Early Childhood Literacy

Literacy Teaching and Research

English Learners & Literacy

Other Literacy-Related Issues

Leadership Legacies Heading link

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