Richard Sinatra, Ph.D.
M.S., Hofstra University
B.A., Lafayette College
Richard Sinatra is Professor and Associate Dean of the Department of Human Services and Counseling at St. John’s University, Queens, New York. He has been an educator for over 45 years, serving as an English teacher in the junior-high grades, a third-and fourth-grade teacher, a reading specialist, a district reading coordinator, and university literacy professor. In 1972, he received his Ph.D. in Reading Education from Hofstra University and in the fall of 1976 he began his work at St. John’s as an Assistant Professor. He has authored and co-authored books, book chapters and journal articles. He has been a literary consultant to many school districts and has helped them achieve higher performance standards in reading and writing for mainstreamed and special students through all the grade levels.
For the past 10 years, he has been the Project Director of the After-School All-Stars CampUs Project which provides literacy, computer, cultural, and athletic programs to thousands of housing development children from the five boroughs of New York City and for Homeless Children. In 1987, he received the College Reading Educator Award given annually by NYS Reading Association, in the spring of 2000 he received the prestigious St. Vincent DePaul Teacher-Scholar award at St. John’s University and in May 2007, he received the “University Educator of the Year” from the Phi Delta Kappa Society.
Areas of Specialization
- The Reading and the Writing Process
- Cognitive Mapping
- Classroom Applications
- Out-of-School time programs for at-risk students
Courses Taught at St. John’s University
- 3250/3255 Practicum and Seminar in Literacy Instructor
Other courses taught
- Foundations of Reading1: The Reading Process
- Methods and Materials in Teaching Reading
- Diagnosis and Redemption of Reading and Language Disabilities
- Methods of Teaching Reading to the Language Different Child
- Strategies for Teaching in the Content Areas-Grades 4-12
- Microcomputer Applications in Reading and Writing for the Special Learner
- Workshop: The Learning Disabled Child
- Administration and Supervision of Reading Programs
- Field Research in Reading and Learning Styles
- Children’s Literature
- Curriculum Teaching Methods for the Learning Disabled
Sinatra, R.C., Blake, B.E., Guastello, E.F., & Robertson, J.M. (2007). Reflective literacy practices in an age of standards: Engaging K-8 learners. Norwood, MA: Christopher-Gordon.
Ornstein, A.C., Sinatra, R.C. (2005). K-8 Instructional methods: A literacy perspective. NY: Pearson/Allyn & Bacon.
Sinatra, R.C. (2003). Word recognition and vocabulary understanding strategies for literacy success. Norwood, MA: Christopher-Gordon.
Sinatra, R.C. (1986). Visual literacy connections to thinking, reading, and writing. Springfield, IL: Charles C. Thomas.
Sinatra, R.C. & Gemake-Stahl, J. (1983). Using the right brain in the language arts. Springfield, IL: Charles C. Thomas.
Sinatra, R., Beaudry, J., Stahl-Gemake, J., Guastello, E.F. (1998). Combining visual literacy, text understanding, and writing for culturally diverse learners. In M.F. Optiz (ed.), Literacy instruction for culturally and linguistically diverse students (173-179). Newark, DE: International Reading Association. This chapter was initially published in a co-authored article and reprinted from Journal of Reading, 33, May, 1990. IRA wanted to reuse this article in this collection of articles about cultural and diverse learners.
Finnegan, R. & Sinatra, R.C. (1994). Interactive computer assisted instruction with adults. In M.C. Radenick (Ed.), Adult literacy: A compendium of articles from the Journal of Reading (pp. 186-200). Newark, DE: International Reading Association, Inc. This chapter was a former October, 1991, co-authored article with Roslyn Finnegan (A SJU Reading Graduate student). This article was republished as a chapter in the Technology section of this book.
Sinatra, R.C. (1984). Literature and the visual arts: Natural Motivations for literacy. In E. Cramer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education (pp.104-117). Newark, DE: International Reading Association.
Sinatra, R.C., deMendez, E.S., & Price, G.E. (1993). The learning styles and creative accomplishments of adolescents in Guatemala. In R.M. Milgram, R., Dunn, & G.E. Price (Eds.). Teaching and counseling gifted and talented adolescents (pp. 161-173). Westport, CT: Praeger Press.
Lehman, P., & Sinatra, R.C. (1988). Assessing arts curricula in the schools. Their role, content and purpose. In T. McLoughlin (Ed.). Towards a new era in arts education (pp. 53-79). NY: American Council for the Arts.
Sinatra, R.C. (1987). Holistic applications in computer-based reading and language arts programs. In G. Mason & J. Blanchard (Eds.). The computer in reading and language arts (pp. 95-108). NY: Haworth Press.
Spiridakis, J., Sinatra, R.C., (1984). Socio-cultural foundations of reading for the bilingual student. In A.L. Carrasquilla & P. Segan (Eds.) The teaching of reading in Spanish to the bilingual student (49-71). Madrid, Spain: Prudencio Ibanez Campos.
Sinatra, R.C. (1983). Wrote two chapters in book; Using professional consultants and establishing curriculum advisory groups. In K. Dunn & R. Dunn (Eds.). The School Administrator in Action: Situational Leadership for Principals (pp. 31-36 and pp. 69-73). Englewood Cliffs, NJ: Prentice Hall, Inc.
Sinatra, R.C., (1982). Learning literacy in nonverbal style. In James Keefe (Ed.). Student learning styles and brain behavior (pp._______). Reston, VA: National Association of Secondary School Principals.
Sinatra, R.C. (1981). Visual literacy: A concrete language for the learning disabled. In M. Gottleib and L. Bradford (Eds.). Learning Disabilities: An Audio Journal of Continuing Education (Vol. 4, June): NY: Grune and Stratton.
ARTICLES IN REFEREED PROFESSIONAL
Blake, B.E. & Sinatra, R. (2005). The 6 Rs approach: Developing “critical” writers among poor urban students in a summer literacy program. The Language and Literacy Spectrum, 15, 62-79.
Sinatra, R.C. (2004). Using out-of-school time for homeless children. Educational Update (Part II of a series of the Plight of Homeless Children), 10, p. 16.
Sinatra, R.C. (2004). Smart Kids at CampUs. Teaching Pre-K-8, 34, 54-56.
Guastello, E.F. & Sinatra, R.C. (2001). Improving students’ oral presentation skills through the use of technology and multi-media. The Language and Literacy Spectrum, 11, 5-17.
Sinatra, R.C. (2000). Teaching learners to think, read and write more effectively in content subjects. The Clearing House, 73, 266-273.
Beasley, T.M., Gemake, J., Sinatra, R., and Lewisthwaite, B. (1999-2000). Relationship(s) between global-format and analytic-format learning style assessments based on the Dunn and Dunn model. National Forum of Applied Education Research Journal, 13, 76-96.
Invited by the lead author, National Council for Teachers of English (NCTE) and Scholastic to contribute an essay. Sinatra, R. (1994). Visualization, images and imagination. In A. Purves (Ed.), Encyclopedia of English Studies and Language Arts (pp. 1240-1242). NY: Scholastic.
Sinatra, R.C. (1992). Using meaningful context to build poor readers’ sight vocabularies. Reading and Writing Quarterly, 8, 179-195.
Cronin, H., Sinatra, R.C., & Barkley, W. (1992). Combining writing with text organization in content instruction. National Association of Secondary School Principals (NASSP) Bulletin, 76, 34-45.
Sinatra, R.C. & Pizzo, J. (1992). Mapping the road to reading comprehension. Teaching K-8, 23, 102-105 (and cover).
Invited by the editors of The Reading and Writing Quarterly to do a theme issue on topic, “Strategies for teaching word recognition to disabled readers”, Winter 1991-1992, Volume 2. I solicited and reviewed work of five major authors and authored introduction.
Invited by the Association of Supervision and Curriculum Development (ASCD) to be one of five major authors for the Language Arts section of the ASCD Curriculum Handbook, Winter 1991-1992 (revised 1994).
Sinatra, R.C. & Dowd, C. (1991). Using syntactic and semantic cues to learn vocabulary. Journal of Reading, 35, November, 224-229.
Finnegan R., Sinatra, R.C. (1991). Interactive computer-assisted instruction with adults. Journal of Reading, 35, October, 108-119.
Sinatra, R.C. (1991). Integrating whole language with the learning of text structure. The Journal of Reading, 34, March, 424-433. (This article was highlighted in the March 1991 issue of Educational Monitor.)
Invited by the Center for the Study of Reading to publish technical report: Stahl, S., Chou Hare, V., Sinatra, R., Gregory, J. (1991, April). Defining the role of prior knowledge and vocabulary in reading comprehension. Technical Report #526. Urbana-Champaign, IL: University of Illinois.
Sinatra, R.C., Geisert, G., & Dunn, R. (1990). Reading, writing, learning styles and computers. Journal of Reading, Writing, and Learning Disabilities, 6, 297-305.
Peresich, M, Meadows, D., Sinatra, R. (1990). Content area cognitive mapping for reading and writing proficiency, Journal of Reading, 38, 424-432.
Dowd, C. & Sinatra, R.C. (1990). Computer programs and learning of text structure. Journal of Reading, 34, 104-112.
Richardson, E., Baxter, C. & Sinatra, R.C. (1990). The library media specialist: A key partner in a literacy success story. School Library Media Activities Monthly, 7, (Sept.) 28-30.
Cronin, H.C., Sinatra, R., & Meadows, D.C. (1990). Writing to learn across the curriculum. The Executive Educator, 12, 17-19.
Cronin, H.C., Sinatra, R. & Meadows, D.C. (1990). Integrating computers, reading and writing across the curriculum. Educational Leadership, 48, 57-62.
Sinatra, R.C. (1990). Semantic mapping: A thinking strategy for improved reading and writing development, Part I. Teaching , Thinking, and Program Solving, 12, (Jan./Feb.). 1-2. Published by Research for Better Schools and Lawrence Erlbaum Associates; NJ.
Sinatra, R.C. (1990). Semantic mapping: Part II: A computer mapping approach. Teaching Thinking and Problem Solving, March/April. Published by Research for Better Schools and Lawrence Erlbaum Associates, 12, pp. 5-9.
Osborne-Wilson, C., Sinatra, R., Baratta, A. (1989). Helping Chinese students in the literacy transfer process. Journal of Reading, 32, 330-336.
Invited by editors of Reading Psychology (1988) to do theme issue on topic “Visual literacy and its relationship to written literacy”, Volume 2, No. 4. I solicited and edited work from 12 author teams in the United States, Canada, and Sweden. I authored the editorial comment to introduce the theme issue.
Invited by National Association of Secondary School Principals (NASSP) to do single author monograph; Sinatra, R. (1988). Interrelations of brain and learning style research, 60 pp. Reston, VA: National Association of Secondary School Principals.
Arena, J. (1987). Profiles – An interview with Richard Sinatra: Visual literacy connections. Academic Therapy, 23, 169-171.
Sinatra, R.C. & Cholakis, M.S. (1987). Teaching children to read through learning styles. The Oregon Elementary Principal, 48, p.37.
Sinatra, R.C. (1987). Semantic organizing and reading and writing effectiveness: A research view. Challenge, 2, June, (New York City Association for Supervision and Curriculum Development) 32-36.
Sinatra, R.C. (1986). Enhancing thinking in remedial settings through microcomputer applications. Teacher’s Magazine, 1, 14-23.
Gemake, J., Sinatra, R.C. (1986). Using maps to improve writing. Early Years, 17, 52-55 and cover.
Sinatra, R.C. (1986). The arts as a vehicle for thinking. Early Years, 16, 54-56.
Sinatra, R.C., Berg, D., & Dunn, R. (1985). Semantic mapping improves reading comprehension for the learning disabled student. Teaching Exceptional Children, 17, 310-314.
Sinatra, R.C., Stahl-Gemake, J., & Gustello, E.F. (1984). Photo essays teach children to organize their writing. Highway One, 7, 6-11.
Sinatra, R.C. (1984). Brain functioning and creative behavior. Roeper Review, 7, 48-54.
Sinatra, R.C. & Annacone, D. (1984). Questioning strategies to promote cognitive inquiry in the Social Studies. The Social Studies, 75, 18-23.
Burton, E., & Sinatra, R.C. (1984). Relationship of cognitive style and word type for beginning readers. Reading World, 24, 65-75.
Sinatra, R.C. (1983). Helping students to get things done by visual compositions. The English Quarterly, 16, (Summer) 59-62.
Sinatra, R.C. (1983). How learning style and brain behavior contribute to a richer understanding of visual literacy. Journal of Visual/Verbal, 3, 61-66.
Sinatra, R.C. (1983). Research report: Holistic curriculum improves reading and writing skills. Highway One, 6, 10-14.
Sinatra, R.C. (1983). Brain research sheds light on language learning. Educational Leadership, 9-12.
Sinatra, R.C. (1983). The parent’s role in healthy brain development. Early Years, 14, 32-37 & 60.
Sinatra, R.C. (1983). Everything you always wanted to know but were afraid to ask about sensorimotor experience and brain growth. Early Years. 13, pp. 44 & 45, 54 & 55, & 35.
Sinatra, R.C. (1982). Sentence development: using a nonverbal approach. Academic Therapy, 19, 79-88.
Sinatra, R.C. (1982). Brain processing: Where learning styles begin, Early Years, 12, February, 49-50.
Sinatra, R.C. & Spiridakis, J. (1981). A visual approach to sentence combining for the limited English proficient student. Bilingual Resources, 4, 21-25.
Sinatra, R.C. (1981). Visual compositions and language development. Technology and Mediated Instruction, 15 (Winter), 16-23. Also in EJ 252 332.
Blau, H., & Sinatra, R.C. (1981). Word learning: Using the right brain. Academic Therapy, 17, (September), 69-75.
Sinatra, R.C. (1981). Growing language through pictures. Highway One, 4, (Spring), 42-49. (Publ. of Canadian Council of Teachers of English).
Sinatra, R.C. (1981). Using visuals to help the second language learner. Reading Teacher, 34, (February), 539-546. Also in EJ 240 273.
Sinatra, R.C. (1980). Sliding into winning compositions, Technology and Mediated Instruction, 14, (Winter) 37-44.
Sinatra, R.C. & Kinsler, K. (1977). Promoting language arts through values clarification. The Reading Teacher, 31, (November) 173-178. Also in EJ 169 493.
Sinatra, R.C. (1977). The cloze technique for reading comprehension and vocabulary development, Reading Improvement, 14, (Summer), 86-92.
Sinatra, R.C. & Taber-Kinsler, K., (1976). Value strategies in the teaching of reading, The Elementary School Journal. (November) 77, 159-164, also in ERIC ED 109 650.
Sinatra, R.C. (1975). Language experience in Title I summer camping programs. Reading Improvement, 12 (Fall), 148-56.
Sinatra, R.C. (1973). Summer Reading program on a point reinforcer system. Journal of Reading, 16, (February), 395-400.
Areas of Specialization
- The Reading and the Writing Process
- Cognitive Mapping
- Classroom Applications
- Out-of-School time programs for at-risk students
Sinatra, R. (2007, in press). Literacy success with homeless children. Journal of At-Risk Issues. Summer, 2007
Sinatra, R. (2004). A summer literacy approach yields success for inner-city children. The Language and Literacy Spectrum, 14, 71-73.
Guastello, E.F., Beasley, T.M., & Sinatra, R.C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21, 356-365.
Beaudry, J., Sinatra, R., Pizzo, T. & Geisert G. (1995). Multi-site evaluation of a computer semantic mapping and writing approach for fourth and seventh grade at-risk students. New Directions for Education Reform, 2, 9-33.
Drew, M., Dunn, R., Sinatra, R.C., Quinn P., and Spiridakis J. (1995). Effects of matching and mismatching minority low achievers with culturally similar and dissimilar – story content and learning style and traditional instructional strategies. National Forum of Applied Educational Research Journal, 8, 3-12.
Sinatra, R.C., Beaudry, J., Pizzo, J., & Geisert, G. (1994). Using a Computer-based semantic mapping reading, and writing approach with at-risk fourth graders. Journal of Computing in Childhood Education. 5, 93-112
Sinatra, R.C., Beaudry, J., (1994). Examining the value of using alternative writing approaches to enhance literacy development. The Language and Literacy Spectrum, 4, 30-34.
Stahl, S., Chow Hare, V., Sinatra, R. & Gregory, J. (1991). Defining the role of prior knowledge and vocabulary in reading comprehension: The retiring of number 41. Journal of Reading Behavior, 23, 487-508.
Sinatra, R.C., Beaudry J., Stahl-Gemake, J., & Guastello, E.F. (1990). Combining visual literacy, text understanding, and writing for culturally diverse students. Journal of Reading, 33, 612-617.
Sinatra, R. (1989). Verbal/visual processing for males disabled in print acquisition, Journal of Learning Disabilities, 22, 69-71.
Sinatra, R., Beaudry, J., Guastello, E.F., Stahl-Gemake, J. (1988). Examining the use of photo essays on student’s writing ability. Reading Psychology, 9, 399-408.
Sinatra, R. (1989). Styles of thinking and literacy proficiency for males disabled in print acquisition. Reading Psychology, 9, 33-50.
Sinatra, R., Primavera, L., & Hirshoren, A. (1987). Learning style, behavior ratings, and achievement interactions for adjudicated adolescents. Educational and Psychological Research, 7, 21-32.
Dunn, R., Dunn, K., Primavera, L., Virostko, J., & Sinatra, R. (1987). A timely solution: Effects of chronobiology on achievement and behavior. The Clearing House, 61, 5-8.
Sinatra, R.C., & Venezia, J. (1986). A visual approach to improved literacy for special education adolescents. The Exceptional Child, 33, 187-192.
Sinatra, R.C., Primavera, L., & Waked, W. (1986). Learning style and intelligence of reading disabled students. Perceptual and Motor Skills, 63, 1243-1250.
Sinatra, R.C. & Venezia, J. (1986). Establishing interrater reliability for kindergarten and primary grade writers. Early Child Development and Care, 24, 91-112. (Published by Gordon and Breach Science Publishers, printed in Great Britain).
Sinatra, R.C., Stahl-Gemake, J., & Morgan, N. (1986). Using semantic mapping after reading to organize and write original discourse. Journal of Reading, 30, 4-13.
Dunn, R., Della-Valle, J., Geisert, G., Dunn, K., Zenhausen, R., & Sinatra, R.C. (1986). The effects of matching and mismatching students’ nobility preferences on recognition and memory tasks. Journal of Educational Research, 79, 267-272.
Sinatra, R.C., Stahl-Gemake, J., Berg, D. (1984). Improving reading comprehension of disabled readers through semantic mapping. Reading Teacher, 38, 22-29. This study was included in The National Reading Panel Report, 2000, under Graphic Organizer References, p. 4-60.
Sinatra, R.C., & Blau, H. (1983). Hemispheric routing of tactile delivered words for dyslexic males. Perceptual and Motor Skills, 57, 178-184.
Sinatra, R.C. (1984). Use of three writing tasks at an adolescent treatment center. Perceptual and Motor Skills, 59, 355-358.