Professional Preparation
City University of New York Education B.S. 1963
City University of New York Reading M.S. 1965
Hofstra University Reading, Writing, and Cognition Ph.D.1978
Employment History
Distinguished Professor, SUNY, University at Albany, 2001-present
Professor, University at Albany, 1987-2001
Associate Professor, School of Education, Stanford University, 1984-1987
Senior Researcher, Language Behavior Research Laboratory,
University of California, Berkeley, 1980-1984
Assistant Professor, New York University,
Department of Educational Psychology, 1978-1980
Assistant Professor, Long Island University,
C.W. Post School of Education, 1973-1978
Teacher, learning disabilities, reading specialist, district director of reading,
1963-1968
Selected Honors
Kappa Delta Pi - Education Honor Society
Richard H. Meade Award for Outstanding Research,
National Council of Teachers of English, 1989
Presidential Award for Lifetime Career Achievement, Hofstra University, 1992
Fellow, American Psychological Association
Fellow, National Conference on Research in English
Fellow and Scholar-in-Residence, Rockefeller Foundation, Bellagio, Italy, 1994
Benton Fellow, University of Chicago
Presidential Excellence in Research Award, University at Albany
Distinguished Visiting Scholar, Turku University, Finland
Chancellor’s Award for Exemplary Contributions to Research,
State University of New York, 2001
Distinguished Professor, State University of New York, 2002
Recent Grants
Director, National Research Center on English Learning & Achievement, US Dept. of
Education, Office of Educational Research and Improvement, continuation, $5,304,000,
2001-03.
Director, National Research Center on English Learning & Achievement, US Department
of Education, Office of Educational Research and Improvement, $12,500,000, 1996-2001
Co-Director, National Research Center on Literature Teaching and Learning, US
Department of Education, Office of Educational Research and Improvement, $5,000,000,
1991-1996.
Principal Investigator, Academic Learning and Critical Reasoning, Field Initiated
Grant, Office of Educational Research and Improvement, 1989-1991, $78,981.
Co-Director, National Center for the Learning and Teaching of Literature, US Department
of Education, Office of Educational Research and Improvement, $1,500,000, 1987-1990.
Co-Principal Investigator, Policy and Practice in the Teaching of Reading, Office of
Educational Research and Improvement, 1987-1988.
Principal Investigator, Academic Learning in High School Subjects, Office of
Educational Research and Improvement, 1986-1987.
Principal Investigator, Literacy Learning of Mexican American Students, Spencer
Foundation, 1986-1988.
Co-Principal Investigator, Policy and Practice in the Teaching of Writing, Spencer
Foundation, 1986-1987.
Principal Investigator, Cognitive Relationships Between Reading and Writing: A
Developmental View, National Institute of Education, 1982-1985.
Principal Investigator, Reading and Writing Relationships Across Discourse Modes,
National Council of Teachers of English, 1982-1985.
Co-Principal Investigator, Writing and Learning in the High School Curriculum, National
Institute of Education, 1982-1986.
Investigator (with Charles Fillmore and Paul Kay) A Text Semantic Analysis of
Standardized Reading Tests, National Science Foundation, 1980-1982.
Publications
Books
Langer, J.A. Effective English Instruction. Urbana, IL: National Council of Teachers of
English, 2002.
Langer, J.A. Envisioning Literature: Literary Understanding and Literature Instruction.
NY: Teachers College Press, 1995.
Flood, J. & Langer, J.A. (Eds.) Literature Instruction: Practice and Policy. NY:
Scholastic Press, 1995.
Langer, J.A. (Ed.) Literature Instruction: A Focus on Student Response. Urbana, IL:
National Council of Teachers of English, 1992.
Langer, J.A. and Applebee, A. How Writing Shapes Thinking: Studies of Teaching and
Learning. Research Monograph Series. Urbana, IL: National Council of Teachers of English,
1987.
Langer, J.A. (Ed.) Language, Literacy, and Culture: Issues of Society and Schooling,
Norwood, NJ: Ablex, 1987.
Langer, J.A. Children Reading and Writing: Structures and Strategies. Norwood, NJ: Ablex,
1986.
Kamil, M., Langer J.A. and Shanahan, T. Understanding Reading and Writing Research.
Allyn and Bacon, 1985.
Langer, J.A. and Smith-Burke, M. (Eds.). Reader Meets Author/Bridging the Gap: A
Psycholinguistic and Sociolinguistic Perspective. Barksdale, Delaware: International
Reading Association, 1982.
Articles
Langer, J.A. (2001). Beating the odds: Teaching middle and high school students to read
and write well. American Educational Research Journal.
Langer, J.A. (2001). Succeeding against the odds. English Journal, 91, 1, 37-42.
Langer, J.A. (March 2001). Turning obstacles into opportunity. Harvard Education
Letter.
Langer, J.A. (2001). Literature as opening possibilities. In L. Vanderhoeven & C.
Snow (Eds.) Creating a world of engaged readers. NY: Erlbaum
Langer, J.A. ( 2000). Excellence in English in Middle and High School: How teachers’
professional lives support student achievement. American Educational Research Journal .
37, 2, 397-439.
Langer, J.A. & Flihan, S. (2000). Writing and reading relationships: Constructive
tasks.
In R. Indrisano & J. Squire (Eds.). Writing and Research/Theory/Practice. Newark, DE:
International Reading Association.
Langer, J.A. (1998). Thinking and doing literature: An 8-year study. English Journal.
87, 2, 16-22.
Langer. J.A. (1997). Literacy through literature. Journal of Adolescent and Adult
Literacy. 40, 8, 606-615.
Langer, J.A. (1995). Literature and learning to think, Journal of Curriculum and
Supervision, 10, 3, 207-226.
Langer, J.A. (1994). Teaching disciplinary thinking in academic coursework. In J.N.
Mangieri & C. Collins (Eds.), 82-109. Advanced educational psychology: Creating
effective schools and powerful thinkers. NY: Harcourt, Brace, Javonovich.
Langer, J. (1994). A response-based approach to reading literature. Language Arts, 71,
3, 203-211.
Langer, J.A. (1994). Reader_based literature instruction. In J. Flood and J. Langer
(Eds.) Literature instruction: Practice and policy. NY: Scholastic Press.
Langer, J. (1992). Rethinking literature instruction. In J. Langer (Ed.) Literature
Instruction: A Focus on Student Response. Urbana, IL: National Council of Teachers of
English.
Langer, J.A. (1992). Speaking of knowing: Conceptions of understanding in academic
disciplines. In A. Herrington and C. Moran (Eds.). Writing, Teaching, and Learning in the
Disciplines. NY: Modern Language Association.
Langer, J. (1992). Discussion as exploration: Literature and the horizon of
possibilities. In G. Newell and R. Durst (Eds.) Exploring Texts: The Role of Discussion
and Writing in the Teaching and Learning of Literature. Norwood, MA: Christopher Gordon
Publishers.
Langer, J.A. & Allington, R. (1992). Curriculum research in writing and reading. In
P. Jackson (Ed.) Handbook of Research on Curriculum. NY: Macmillan., 687-725.
Langer, J.A. (1992). Reading, writing, and genre development: Making connections. In
M.A. Doyle & J. Irwin (Eds.) Reading and Writing Connections, Newark DE: International
Reading Association.
Langer, J.A. (1991). Literacy and schooling: A sociocognitive perspective. In Hiebert,
E. (Ed.) Literacy for a diverse society. NY: Teachers College Press, 9-27.
Langer, J.A. (1990). The nature of understanding: Reading for literary and
informational purposes. Research in the Teaching of English, 24, 3, 229_260.
Langer, J.A. (1990). Understanding literature. Language Arts, 67, 8, 817_823.
Langer, J.A.; Bartolome, L.; Lucas, T.; & Vasquez, O. (1990). Meaning construction
in school literacy tasks: A study of bilingual students. American Educational Research
Journal, 27, 3, 427_471.
Langer, J.A. (1988). The state of research on literacy, Educational Researcher, 17, 3,
42_46.
Langer, J.A. (1988) Research on the enterprise of writing instruction. In J. Davis and
J. Marshall (Eds.), Ways of knowing: Research and practice in the teaching of writing. IA:
Iowa Council of Teachers of English
Langer, J.A. (1988). The role of literature in cognitive development. Reading, writing,
and civic literacy. St. Louis MO: Department of Education.
Langer, J. A. (1987). A sociocognitive perspective on literacy learning, in J. Langer
(Ed.), Language literacy and culture: Issues of society and schooling. Norwood, NJ: Ablex.
Langer, J.A. (1987). The Construction of meaning and the assessment of comprehension:
An Analysis of Reader Performance on Standardized Test Items, in R. Freedle (Ed.)
Cognitive and linguistic analyses of standardized test performance, Norwood, New Jersey:
Ablex.
Langer, J.A. (1987). Envisionment: A reader-based view of comprehension, The California
Reader, 20, 3, 4-7.
Langer, J.A. (1986). Reading, writing, and understanding: An analysis of the
construction of meaning, Written Communication, 3, 2, 219_267.
Langer, J. and Applebee, A. (1986). Reading and writing instruction: Toward a theory of
teaching and learning, in E. Rothkopf, Review of Research in Education, Vol. 13,
Washington, DC: AERA, 171_194.
Langer, J.A. (1986). Learning through Writing: Study skills in the content areas,
Journal of Reading, 29, 5, 401_406.
Langer, J. (1985). What eight-year-olds know about expository writing, Educational
Perspectives, 23, 3, 27_33.
Langer, J.A. (1985). Children's sense of genre: A study of performance on parallel
reading and writing tasks, Written Communication, 2, 2, 157_188.
Langer, J. and A. Applebee (1985). Learning to write: Learning to think, Educational
Horizons, 64, 1, 36-39.
Langer, J.A. (1985). Levels of questioning: An alternative view, Reading Research
Quarterly 20, 5, 586-602.
Langer, J.A. and Gates, V.P. (1985). Knowledge and comprehension: Helping students use
what they know, in T. Harris and E. Cooper (Eds.) Reading, writing and concept
development. New York: The College Board, 53-71.
Langer, J.A. (1985). Computers in the classroom: Perspectives and directions, in J.
Orasanu (Ed.) A decade of reading research: Implications for practice, Hillsdale, New
Jersey: Lawrence Erlbaum Associates, 189-203.
Langer, J.A. (1984). Literacy instruction in American schools: Problems and
perspectives, American Journal of Education, 93, 1, 107-132. Reprinted in N.Stein (Ed.)
(1986). Literacy in American schools. Chicago, IL: University of Chicago Press.
Langer, J.A. (1984). The effects of available information on responses to school
writing tasks, Research in the Teaching of English, 18, 1, 27_44. This body of work is
also reported in J. Langer, Where problems start, A. Applebee (Ed.), Contexts for learning
to write: Studies of secondary school instruction, Norwood, NJ: Ablex, 1984.
Langer, J.A. (1984). Examining background knowledge and text comprehension, Reading
Research Quarterly, 14, 4, 468_481.
Langer, J.A. and Applebee, A. (1984). Writing instruction: Negotiating the message, in
A. Applebee (Ed.) Contexts for learning to write, Norwood, New Jersey: Ablex.
Langer, J.A. and Pradl G. (1984). Standardized testing: A call for action, Language
Arts, November 764-67.
Applebee, A.N. & Langer, J. (1983). Instructional scaffolding: Reading and writing
as natural language activities, Language Arts, 60, 2, 168_175. Reprinted in J. Jensen
(Ed.), Composing and comprehending. Urbana, IL: NCRE/ERIC, 1984, 183-190. Also reprinted
in J. Britton (Ed.) English teaching: An international exchange, London: Heinemann, 1984.
Langer, J.A. (1982). The reading process, in H. Alan Robinson and Alan Berger (Eds.),
Secondary school reading: What research reveals about classroom practice. Urbana, IL:
National Conference on Research in English, 39-52.
Langer, J.A. (1982). Reading, thinking, writing...and teaching, Language Arts, 59, 4,
336-341.
Langer, J.A. (1982). Facilitating text comprehension: The elaboration of prior
knowledge, in J. Langer and M. Smith-Burke (Eds.), Reader meets author: Bridging the gap,
Newark, Delaware: International Reading Association, 1982, 149-162.
Langer, J.A. (1981). From theory to practice: A pre-reading plan, Journal of Reading,
25, 2, 152-156.
Langer, J.A. and Nicolich, M. (1981). Prior knowledge and its effect on comprehension,
Journal of Reading Behavior, 13, 4, 373_-381.
Langer, J.A. (1981). Pre-reading plan (PReP): Facilitating text comprehension, in J.
Chapman (Ed.), The reader and the text. London: Heinemann, 1981, 125-131.
Grundin, H., Courtney, Brother L., Langer, J., Pehrsson, R., Robinson, H.A., and
Sakamoto, T. (1981). A cross cultural study of main idea and cloze procedure. Journal of
Research in Reading (United Kingdom, 4, 2, 104-122). Also translated for Journal of the
Science of Reading (in Japanese), 1981.
Langer, J.A. (1980). Relation between levels of prior knowledge and the organization of
recall, in M. Kamil and A.J. Moe (Eds.), Perspectives in Reading Research and Instruction,
28-33.
Grundin, H., Courtney, Brother L., Langer, J., Pehrsson, R., Robinson, H.A., and
Sakamoto, T. (1978). Cloze procedure and comprehension: An exploratory study across three
languages, in D. Feitelson (Ed.), Cross-cultural perspectives on reading and reading
research, Barksdale, Delaware: International Reading Association, 48_61.
National Assessment Reports
(1995) Reading Assessment Redesigned. Princeton, N.J.: Educational Testing Service
(with J. Campbell, S. Neuman, I.V.S. Mullis, H. Persky, and P. Donahue).
(1994). Writing Report Card. Princeton, NJ: Educational Testing Service (with A.
Applebee, I.V.S. Mullis, A.S. Latham, & C.A. Gentile).
(1990). Learning to Write in Our Nation's Schools: Instruction and Achievement Princeton,
NJ: Educational Testing Service (with A. Applebee, I.V.S. Mullis, and L.B. Jenkins).
(1990). Learning to Read in Our Nation's Schools. Princeton, NJ: Educational Testing
Service (with A. Applebee, I.V.S. Mullis, and M. A. Foertsch).
(1990). The Writing Report Card. Princeton, NJ: Educational Testing Service (with A.
Applebee, I.V.S. Mullis, and L.B. Jenkins).
(1989). Crossroads in American Education. Princeton, NJ: Educational Testing Service
(with A. Applebee and I.V.S. Mullis).
(1989). Understanding Direct Writing Assessments. Princeton, NJ: Educational Testing
Service (with A. Applebee and I.V.S. Mullis).
(1988). Who Reads Best? Factors Related to Reading Achievement in Grades 3, 7, and 11.
Princeton, NJ: Educational Testing Service (with A. Applebee and I.V.S. Mullis).
(1987). Grammar, Punctuation, and Spelling: Controlling the Conventions of Written
Language, Princeton, NJ: Educational Testing Service (with A. Applebee and I.V.S. Mullis).
(1987). Literature and U.S. History: The Instructional Experiences and Factual
Knowledge of High School Juniors. Princeton, NJ: Educational Testing Service (with A.
Applebee and I.V.S. Mullis).
(1987). Learning to be Literate in America: Reading, Writing and Reasoning. Princeton,
NJ: Educational Testing Service, 1987(with A. Applebee and I.V.S. Mullis).
(1986). The Writing Report Card: Writing Achievement in American Schools, Princeton,
NJ: Educational Testing Service (with A. Applebee and I.V.S. Mullis).
(1986). Writing Trends Across the Decade, 1974_1984. Princeton, NJ: Educational Testing
Service (with A. Applebee and I.V.S. Mullis). Also condensed in Education Digest, February
1987, 24-27.
(1985). The Reading Report Card: Progress Toward Excellence in Our Schools; Trends in
Reading over Four National Assessments, 1971_1984, Princeton, NJ: Educational Testing
Service (with A. Applebee and I.V.S. Mullis).
Technical Monographs
Langer, J.A. (1999). English instruction in schools that beat the odds: Teaching middle
and high school students to read and write well..Report Series 12014. Albany, NY: National
Research Center English Learning & Achievement. OERI Grant No. R305A960005.
Langer, J.A. (1999). Excellence in English in middle and high school: How
teachers’ professional lives affect student achievement, Report Series 12002. Albany,
NY: National Research Center English Learning & Achievement. OERI Grant No.
R305A960005.
Langer, J.A. (1993). Approaches toward understanding in low and high rated readers.
Center for the Learning and Teaching of Literature, SUNY Albany, Albany NY. OERI Grant No.
R117G10015.
Langer, J.A. (1992). Academic Learning and Critical Reasoning: A Study of Knowing in
Academic Subjects Final Report to the United States Department of Education, Office of
Educational Research and Improvement, Grant No. R117E0051.
Langer, J.A. (1992). Critical thinking and English language arts instruction. Report
series 6.5, National Research Center on Literature Teaching and Learning, SUNY Albany,
Albany, NY. OERI Grant No. R117G10015.
Langer, J.A. (1991). Literary Understanding and Literature Instruction. Report Series
2.11, Center for the Learning and Teaching of Literature, SUNY Albany, Albany, NY. OERI
Grant No. G008720278.
Roberts, D. and Langer, J. (1991). Supporting the process of literary understanding:
Analysis of classroom discussion. Report Series 2.12. Center for the Learning and Teaching
of Literature, SUNY Albany, Albany NY. OERI Grant No. G008720278.
Langer, J.A. (1989). The development of literary understanding. Report 2.1, Center for
the Learning and Teaching of Literature, SUNY Albany, Albany NY. OERI Grant No.
G008720278.
Applebee, A.N., Langer, J.A., and Green, M. (l990). Policy and Practice in the Teaching
of Literacy. Final Report to the Department of Education Grant No. G008710015.
Langer, J.A. and Applebee, A. (1988). Speaking of Knowing: Conceptions of Learning in
Academic Subjects, Final Report to the Office of Educational Research and Improvement,
Grant No. G008610967.
Langer, J.A., Meaning Construction in School Reading Tasks: A Study of Mexican-American
Students, Final Report to the Spencer Foundation, 1988.
Langer, J.A., Policy and Practice in the Teaching of Writing, Final Report to the
Spencer Foundation, 1988.
Langer, J.A., Writing and Learning in the Secondary School, Final Report, National
Institute of Education, Grant No. NIE-G-82-0027, 1986.
Langer, J.A., Reading and Writing in School-Age Children: A Developmental View, Final
Report, National Institute of Education Grant No. NIE-82-0025, 1984.
Editorials, Book Reviews, and Columns
Langer, J. (1999). Common Instructional Features in Uncommonly Successful
English/Language Arts Programs. English Update.
Langer, J. (1999). Teachers Excel in Rich professional Environments. English Update.
Langer, J. (1998). Beating the Odds: Critical Components Boost Student Performance.
English Update.
Langer, J.A. (1997). Forward, In S. Hynds. Negotiating the Brink. NY: Teachers College
Press
Langer, J.A. (1997). Beyond Winners and Losers. English Update.
Langer, J.A. (1995). The Debate on Critical Thinking in the English Language Arts.
Encyclopedia of the English Language Arts. NY: Scholastic.
Langer, J.A. (1995). Reading and Writing Connections. Encyclopedia of the English
Language Arts. NY: Scholastic.
Langer, J.A. (1995). Envisionment. Encyclopedia of the English Language Arts. NY:
Scholastic.
Langer, J.A. Reflections on Research in the English Language Arts. Research in the
Teaching of English, 25, 4, 388-390, 1991 (with A. Applebee).
Langer, J.A. The interplay of emotions in writing. Contemporary Psychology, 35, 10,
1990.
Langer, J.A. Literate Thinking and Schooling, Thinking, 8, 3, 29_31, 1989.
Langer, J.A. Literate Thinking and Schooling, Literacy Research Newsletter, 5, 1.
University of Pennsylvania, Spring 1989.
Langer, J.A. Reading Children's Writing: A Linguistic View, Language in Education, Fall
1989.
Langer, J.A. From Research to Coursework: Rethinking the Shape of Academic Programs in
Literacy, Research in the Teaching of English, 22, 2, 1988.
Langer, J.A. Testing and the Inhibition of Educational Reform, Research in the Teaching
of English, 21, 4, 1987.
Langer, J.A. Commentary on R. Calfee, The Design of Comprehensible Text, in J.R. Squire
(Ed.) The Dynamics of Language Learning. NCRE, 1987.
Langer, J.A. Some Thoughts on Testing, Forum, Fall, 1986.
Langer, J.A. Red Herrings in Language Research: Qualitative versus Quantitative
Methods, Research in the Teaching of English, 21, 2, 1987.
Langer, J.A. PReP: Preparing to learn from academic writing. Ignite: Building Higher
Level Thinking Skills. Newark, DE: International Reading Association, 1987.
Langer, J.A. Research on Learning and Instruction: Assessing Our Progress, Research in
the Teaching of English, 20, 4, 1986.
Langer, J.A. Computers and Conversation, Research in the Teaching of English, 20, 2,
1986.
Langer, J.A. A Sociocognitive Approach to Language Learning, Research in the Teaching
of English, 19, 4, 1985.
Langer, J.A. Cognition and Instruction, Research in the Teaching of English, 19, 2, 1985.
Langer, J.A. Novice and Expert Distinctions, Research in the Teaching of English, 18,
4, 1984.
Langer, J.A. Process and Product, Research in the Teaching of English, 18, 2, 1984.
Langer, J.A. Research Directions, Research in the Teaching of English, 18, 1, 1984.
(with A. Applebee).
Langer, J.A. What Students Know and What they Write: Ways to Focus a Writing
Conference, National Writing Project Newsletter, 1981, 4, 1.
Langer, J.A. Pre-Reading Language and Concept Organizers, Sunrise Semester Bulletin,
New York University, Spring 1979.
Editorial and Review Activities
Editor (1984-1992), Research in the Teaching of English
Editorial Board, Discourse Processes
Editorial Board, English International
Editorial Board, Journal of Literacy Research
Editorial Board, Newsletter, Laboratory of Comparative Human
Cognition
Editorial Board, Journal of Reading and Writing
Editorial Board, International Journal of Reading and Writing
Reviewer, Research in the Teaching of English
Reviewer, Journal of Educational Psychology
Reviewer, Journal of Reading Behavior
Reviewer, American Educational Research Journal
Reviewer, American Journal of Education
Reviewer, Anthropology in Education Quarterly
Reviewer, Contemporary Psychology
Reviewer, College English
Reviewer, College Composition
Reviewer, National Reading Conference Yearbook
Reviewer, Reading Research Quarterly
Reviewer, Linguistics and Education
Reviewer, Language and Education
Reviewer, Journal of Curriculum Studies
Reviewer, Teachers College Record
Selected Advisory Boards and Consultantships
Content Advisor, Annenberg/Corporation for Public Broadcasting, Maryland Public
Television
Board of Directors, University at Albany Foundation
Member, Long Term Planning Committee National Reading Conference
Advisory Boards, National Assessment of Educational Progress, Reading and Writing
Assessments,1980 to present
Consultant, North Carolina Standards and Curriculum Guidelines development
Reviewer, Standards/Tests/Curiculum Guidelines – New York, Florida, Texas,
California, Maryland, Connecticut
Trustee, Research Foundation, National Council of Teachers of English
Member, Research Committee, National Council of Teachers of English
Task Force Member, National Commission on Education Standards and Testing
(Congressional Committee)
Advisory Committee, New Standards in Education Project, Literacy Unit, LRDC and
National Center on Education and the Economy
Advisory Board, National Council of Chief State School Officers, National Objectives in
Reading
Member, National Standards Committee in the English Language Arts, International Reading
Association
Analysis and writing of NAEP Report Cards and Trend Data Reports in Reading, Writing
and Literature, 1980 to present
Item Development Committees, Reading and Writing Assessments, National Assessment of
Educational Progress, 1980 to present
Consultant, California Assessment Program, California State Department of Education
Review Board, Outstanding Annual Research Report, American Educational Research
Association
Program Review Board, Division C, American Educational Research Association
Review Board, Promising Researcher, National Council of Teachers of English
Advisory Board, Policy and the Higher Literacies, Education Commission of the States
Program Chair, American Educational Research Association, Division C_2.
Reviewer, Research proposals, International Reading Association
Reviewer, Research Proposals, National Reading Conference
Consultant, Center for Language Education and Research (Center for Bilingual Research)
Consultant, Center for the Study of Writing, Review of Research on Reading and Writing
Relationships
Advisory Board, National Assessment of Adult Literacy, Educational Testing Service
Consultant, Office of Bilingual Education and Minority Language Affairs
Reviewer, Promising Researcher Awards, National Council of Teachers of English
Reviewer, Alva Knight Research Awards, International Reading Association
Consultant, Michigan State Education Department. MEAP Assessment in Reading
Commission on Reading, National Council of Teachers of English
Committee on Research, National Council of Teachers of English
Consultant, National Institute of Education and Office of Educational Research and
Improvement
National Advisory Board, Bolt, Beranek and Newman Project, The Utilization of
Technology to Teach Writing
National Advisory Panel, Needs and Development Opportunities for Educational Computer
Software -- Reading, Writing, and Communication, American Institute for Research
Reader and Panelist, Teaching and Learning Research Grants Competition, National
Institute of Education
Reader and Panelist, Unsolicited Research Proposals Program, National Institute of
Education
Member, Task Force in the Use of Computers to Teach Reading and Writing, National
Institute of Education
Project Evaluator, Learning to Write: Writing to Learn, San Mateo Public Schools
(1980-1982)
Reviewer and Evaluator, Center for the Study of Reading
IRA Psycholinguistics and Sociolinguistics Special Interest Group, co-founder and
Secretary /Treasurer, 1978-1980
Professional Organizations
National Conference on Research in English, Fellow
American Psychological Association, Fellow
American Educational Research Association
American Psychological Society
Conference on College Composition and Communication
International Reading Association
Modern Language Association
National Reading Conference
National Council of Teachers of English
Organization of Research Centers
Society for Research in Child Development
Society for Text and Discourse
SIG Literature, AERA
SIG Basic Skills in Reading, AERA
SIG Language and Social Processes, AERA
SIG Research in Writing, AERA
Research Assembly, NCTE
