Literacy Teacher Preparation and Preparing Doctoral Students for Success in Academia
Literacy Teacher Preparation; Digital Literacies; Language Diversity; Differentiated Literacy Instruction
Ortlieb, E. T., and McDowell, F. (2016). Investigating the effects of an experimental approach to comprehension instruction within a literacy clinic. Current Issues in Education. vol. 19, pp. 1-17.
Ortlieb, E. T., and Young, C. (2016). Never too old: A how-to guide for developing adult readers’ oral reading skills. In: Journal of Adolescent & Adult Literacy. International Literacy Association. vol. 60, pp. 213-216.
Bean, R. M., Kern, D., Goatley, V., Ortlieb, E. T., Shettel, J., Calo, K., Marinak, B., Sturtevant, E., Elish-Piper, L., L’Allier, S., and others, (2015). Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey. Literacy Research and Instruction. vol. 54, pp. 83–114.
Ortlieb, E. T., Sargent, S., and Moreland, M. (2014). Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic. Reading Psychology. vol. 35, pp. 397–421.
Ortlieb, E. T. (2014). Attraction Theory: Revisiting How We Learn. Journal of Curriculum Theorizing. vol. 30, pp. 71-87.
Verlaan, W., Ortlieb, E. T., and Verlaan, S. O. (2014). Developing Argument Writing through Evidence-Based Responses to Student-Generated Questions. Voices from the Middle. vol. 21, pp. 34-40.
Ortlieb, E. T., and Pearce, D. L. (2013). Characteristics and Roles of Literacy Clinic Directors. Reading Psychology. vol. 34, pp. 379–395.
Ortlieb, E. T., Perkins, D. R., and Verlaan, W. (2012). Investigating the Effectiveness of Vocabulary Strategy Instruction on Content-Specific Word Acquisition. Elixir Psychology. vol. 43, pp. 6843–6849.
Ortlieb, E. T. (2012). The Past, Present, and Future of Reading Diagnosis and Remediation. Journal of Language Teaching and Research. vol. 3, pp. 395–400.
Cassidy, J., and Ortlieb, E. T. (2011). Literacy: The First Decade of the New Millennium. Reading Horizons. vol. 51, pp. 92-103.
Steward, F., Cheek, Jr, E. H., Borgia, L., and Ortlieb, E. T. (2011). Using Trend Line Data to Plan and Evaluate Literacy Instruction. L1-Educational Studies in Language and Literature. vol. 11, pp. 25–38.
(2015). Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. In: Literacy research, Practice and Evaluation. Bingley: Emerald Group Publishing Limited. vol. 5,
Ortlieb, E. T. (2014). Theoretical Models and Learning and Literacy Development. Bingley: vol. 4, pp. 280.
(2013). Advanced Literacy Practices: From the Clinic to the Classroom. Bingley: Emerald Group Publishing. vol. 2, pp. 422.
(2013). School-Based Interventions for Struggling Readers, K-8. Bingley: Emerald Group Publishing. vol. 3, pp. 384.
Ortlieb, E. T., and Dodge, A. M. (2017). One size fits none: Re-conceptualizing literacy instruction for diverse learners. In: Alternatives to privatizing public education and curriculum: A Festschrift in honor of Dale D. Johnson. New York: Routledge.
Ortlieb, E. T., Verlaan, W., Cheek, E. H., and DiMarco, D. (2016). Rethinking writing products and processes in a digital age. In: Writing instruction to support literacy success . Bingley: Emerald Group.
Ortlieb, E. T., Rozario, R., and Sasaski, Y. (2014). Towards a Predictive Model for Texting Fluency. Brisbane: Australian Council for Adult Literacy Conference. pp. 1–20.