JOURNAL ARTICLES

Peer Reviewed:

Pratt, S. M. (working paper). Reading inside the minds of beginning readers: A comparison of beginning readers’ dialogue about their thinking during oral reading and miscue analysis findings.

Pratt, S. M., Coleman, J. M., & Dantzler, J. A. (in revision) A mixed-methods analysis of fourth-graders' comprehension and their reported metacognitive strategies for reading science texts. Reading Research Quarterly

Pratt, S. M. & Coleman,  J. M. (in revision). Visually mapping urban fourth-graders’ strategies for navigating multimodal science books. Elementary School Journal

Kim, E.J. & Pratt, S. M. (In revision). The impact on the perception of pre-service teachers to co-teaching from being a learner in co-taught college courses. Action in Teacher Education 

Pratt, S. M. (2020). A mixed methods approach to exploring the relationship between beginning readers’ dialogue about their thinking and ability to self-correct oral reading. Reading Psychology, 41 (1), 1-43.

Pratt, S. M. & Martin, A. M. (2017). Exploring effective professional development strategies for in-service teachers on guiding beginning readers to become more metacognitive in their oral reading. Reading Horizons, 56(3), 31-51.

Pratt, S. M. & Martin, A. M. (2017). The differential impact of video stimulated recall and concurrent questioning research methods on beginning readers’ verbalization about self-monitoring during oral reading. Reading Psychology, 38(5), 439-485.

Pratt, S. M., Imbody, S., Wolf, L., Patterson, A. (2017). Co-planning in co-teaching: A practical solution. Intervention in School and Clinic, 52(4), 243-249.

 Pratt, S. M. & Urbanowski, M. (2016). Teaching early readers to self-monitor and self-correct. The Reading Teacher, 69(5), 559-567.

 Spaulding, L. S. & Pratt, S. M. (2015). A review and analysis of the history of special education and disability advocacy in the United States. American Educational History Journal, 42 (1 & 2), 91–109.

 Pratt, S. M. (2014). Building mentorships: How administrators can support co-teachers in mentoring and coaching each other. Research to Practice: K-12 Scholarship Journal, 4, 32-39.  http://community.cec.sped.org/va/journal/editions

 Pratt, S. M. (2014). Achieving Symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12.

 Gerst, S. (Summer 2012). Co-teaching: How does it affect students? Research to Practice: K-12 Scholarship Journal, 2(1), 5-21.  http://www.virginiacec.org/journal_virginia_cec.htm

Peer-Reviewed Book Chapter:

 Pratt, S. M. Building Pre-Service Teachers’ Conscious Awareness of their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds. In R. Karchmer-Klein & K. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators.

 Pratt, S.M. & Spaulding, L.S. (2014). Working with people: Professional collaboration. In A.J. Rockinson-Szapkiw & L.S. Spaulding (Eds.), Navigating the doctoral journey: A handbook of strategies for success. Lanham, MD: R & L Education.

Invited Book Chapter:

 Pratt, S. M. & Spaulding, L. S. (2014). Working with people: Professional collaboration. In A.J. Rockinson-Szapkiw & L.S. Spaulding (Eds.), Navigating the doctoral journey: A handbook of strategies for success. Lanham, MD: R & L Education.

Dissertation:

 Gerst, S. (2012). The co-teaching journey: A systematic grounded theory study investigating how secondary school teachers resolve challenges in co-teaching. (Doctoral dissertation). Retrieved from ProQuest. (1033343450)

Master’s Research Paper:

 Gerst, S. (2007). Partnering with homeschoolers: Collaborations between homeschoolers and public schools. (Masters’ research paper). University of Northern Iowa, Cedar Falls, IA. Retrieved from http://cdm15897.contentdm.oclc.org/cdm/singleitem/collection/mast/id/8/rec/9