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Kathleen
M.
Wilson
Associate Professor
Teaching, Learning and Teacher Education
Department web page
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Publications:
Shell, D. F., Brooks, D. W., Trainin, G., Wilson, K. W., Kaufman, D. F., & Herr, L. M. (In press). The unified learning model: How motivation, cognition, neurobiological sciences inform best teaching practices. Dordrecht, The Netherlands: Springer.
Wilson, K. M., Trainin, G., & Laughridge, G., Brooks, D., & Wickless, M. (Accepted). Our Zoo to You: The impact of zoo animals in the classroom on science and literacy concepts in first grade journal writing. Journal of Early Literacy Research.
Trainin, G., Wilson, K. M., & Hiebert, E. H. (in review).Toward a Framework for Considering Silent Reading Fluency: A comparison of reading rate and comprehension in oral and silent reading tasks.
Wilson, K. M., Trainin, G., Hiebert, E. H. (Submitted). Understanding Silent Reading in Classroom Settings: Do Students Really Read in Independent Reading Contexts? In E. H. Hiebert & D. R. Reutzel (Eds.) Revisiting Silent Reading: New Directions for Teachers and Researchers. Newark, NJ: International Reading Association.
Norman, K. A., Wilson, K. M., Trainin, G., Huston, D. L., & Calfee, R. C. (in review). The Effect of Explicit Vowel-Centered Curriculum and Phoneme Awareness through Articulation on the Understanding of Phonic Principles by At-Risk Kindergarten Students.
Wilson, K. M. & Trainin, G. (2007). First grade students’ motivation and achievement for reading, writing, and spelling. Reading Psychology,28, 257-282.
Trainin, G., Wilson, K. M., & Erickson, J. (In review). Enhancing phonology instruction: Contributions of articulation and metacognition emphases to instruction of at-risk third grade readers. Reading and Writing: An Interdisciplinary Journal.
Laughridge, V., Wilson, K. M., Trainin, G., & Rankin-Erickson, J. (In review). A Clash of Narratives: A Case Study of Rural Literacy Education in a Time of Change. Journal of Research on Rural Education.
Wilson, K. M. & Trainin, G. (in preparation). Contextual factors mediating and moderating first grade students' self-perceptions about reading, writing, and spelling.
Wilson, K. M., & Calfee, R. C. (2007). Classroom Assessment. In Graves, M. F., Juel C., & Graves, B. B. Teaching Reading in the 21st Century, 4th edition. Boston: Allyn & Bacon.
Srinivasan, S., Pérez, L. C., Palmer, R. D., Brooks, D. W., Wilson, K. M., & Fowler, D. (2006). Reality versus simulation. Journal of Science Education and Technology.
Calfee, R. C., Miller, R., Norman, K. A., Wilson, K. M., & Trainin, G. (2006). Learning to do educational Research. In R. J. Sternberg & M. Constas (Eds.) Translating Educational Theory and Research into Practice.
Trainin, G., Wilson, K., Wickless, M., & Brooks, D. (2005). Extraordinary animals and expository writing: Zoo in the classroom. Journal of Science Education and Technology, 14, 299-304.
Calfee, R. C., & Wilson, K. M. (2004). Classroom Assessment. In Graves, M. F., Juel C., & Graves, B. B. Teaching Reading in the 21st Century, 3rd edition. Boston: Allyn & Bacon.
Calfee, R. C. & Wilson, K. M. (2003). Assessment Frameworks. In Shulman, Apel, Ehren, Silliman, and Stone (Eds.), Handbook of Language and Literacy Development and Disorders. New York: Guilford Press.
Calfee, R. C., Norman, K. A., Trainin, G., & Wilson, K. M. (2001). Conducting a design experiment for improving early literacy or what we learned in school last year. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda. Newark, DE: IRA
Wilson, K. M. & Swanson, H. L. (2001). Are mathematics disabilities due to a domain-general or domain-specific working memory deficit? Journal of Learning Disabilities.
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