Articles & Guest Posts

My research focuses on reading comprehension, dyslexia, teachers' instructional decisions, and effective reading instruction. Below are some of my articles; for a more comprehensive list of my writing, please email me.  

Selected Articles
  • Ness, M. (2020). A guide to early markers of dyslexia. Psychology Today. 
  • Ness, M. (2019). Pediatricians have a role in early screening of dyslexia. International Dyslexia Association.
  • Ness, M. (2019). Stop punting dyslexia to teachers: It's everyone's responsibility. Ed Week.
  • Ness, M (2019), End Book Deserts. DisruptED TV Magazine.
  • Ness, M (2019), Thsi is ont waht dyslexia lokso lkie.
  • Ness, M. (2019) Lose the levels. Principal, 48-50.
  • Ness, M. (2017). Using informational and narrative picture walks to promote student-generated questions. Early Childhood Education, 45(5), 575-581
  • Ness, M. (2017).  Simple texts, complex questions: Helping young children generate questions. The Reading Improvement, 54(1), 1-6.
  • Ness, M. (2017). ‘Is that what I really sound like?’: Using Ipads for fluency practice. The Reading Teacher, 70(5), 611-615. 
  •  Ness, M. (2016). When readers ask questions: Inquiry-based reading instruction. The Reading Teacher, 70(2), 189-196.
  •  Ness, M. (2016).  Learning from K-5 teachers who think aloud. Journal of Research in Childhood Education, 30(3), 282-292.
  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1),
  • Ness, M. (2010). Teachers’ use of and attitudes toward informational text in K-5 classrooms. Reading Psychology, 31(5), 1-26.
  • Ness, M. & Southall, G. (2010). Preservice teachers’ knowledge of dyslexia. Journal of Reading Education, 36(1), 36-43.
  • Distefano, D. & Ness, M. (2018). Using hand symbols to scaffold student-generated questions in kindergarten classrooms. Young Children.
  • Wellbrock, G.  & Ness, M. (2018). When books and theatre arts take center stage: Inside Broadway Books First Class. Language Arts. 95(3)
  • Mehta, S., Ding, Y., Ness, M., & Chen, E. (2017). Invented spelling, word stress, and syllable awareness in relation to reading difficulties with children. Journal of Psycholinguistic Research.  
  • Schimmel, N. & Ness, M. (2017). The effects of oral and silent reading on reading comprehension. Reading Psychology. 
  • Chambre, S., Ehri, L., & Ness, M. (2017). Orthographic facilitation of first graders’ vocabulary learning with and without print referencing. Reading & Writing: An Interdisciplinary Journal, 30 (5), 1137-1156.
  • Ness, M. & Kenny, M.B. (2016). Improving the quality of think alouds. The Reading Teacher, 69(4), 453-460.
  • Humphries, J. & Ness, M.  (2015) Beyond who, what, where, when, why, and how:  Preparing students to generate questions in the age of Common Core Standards. Journal of Research in Childhood Education, 29(4), 551-564.
Sign up for my mailing list 
and receive The Reading review

This newsletter is a compilation of my favorite finds to keep teachers, school leaders, and parents current on the latest research, most effective strategies, and most compelling articles in the area of literacy instruction.  

Dr. Molly Ness, LLC
Rye, NY 10580