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My Writing 

For the past two decades, I've written peer-reviewed articles and book chapters about teachers' instructional knowledge and decisions, comprehension instruction, and dyslexia. 

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Please visit the subpages to find out more about my books, my policy briefs, and my publications in non-academic outlets.

 

This is a partial list of my selected publications. I am happy to share all PDFs of my articles and book chapters. For a comprehensive list of my writing, please email me at info@drmollyness.com.

Comprehension Instruction

  • Ness, M. (2016). Reading comprehension strategies in secondary content-area classrooms: Teacher use of and attitudes toward reading comprehension instruction. Reading Horizons, 49 (2). 

  • Schimmel, N. & Ness, M. (2017). The effects of oral and silent reading on reading comprehension. Reading Psychology. DOI: 10.1080/02702711.2016.1278416 https://eric.ed.gov/?id=EJ1135772

  • Ness, M. (2015). Building preservice teachers’ ability to think aloud in literacy methods courses.  The Teacher Educator, 50(4). 257-271, DOI: 10.1080/08878730.2015.1072260.

  • Ness, M. (2014). Helping elementary teachers to think aloud.  Reading Horizons, 53(2), 1-20.

  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 1–20. DOI: 10.1080/02568543.2010.531076

Dyslexia

  • Sanfilippo, J., Ness, M., Petscher, Y., Rappaport, L., Zuckerman, B., & Gaab, N. (2020). Reintroducing dyslexia: Early identification and advocacy in pediatric practice. Pediatrics, 146(1). DOI: https://doi.org/10.1542/peds.2019-3046

  • Ness, M. & Southall, G. (2010). Preservice teachers’ knowledge of dyslexia. Journal of Reading Education, 36(1), 36-43. Winner of Outstanding Article Award: Organization of Teacher Educators in Reading.

Word Knowledge

  • Chambre, S. Ehri, L., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, 33:1133–1162. https://doi.org/10.1007/s11145-019-09997-w

  • 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. 

  • 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.  https://doi.org/10.1007/s10936-017-9547-2

Children's Literature & Texts

  • Ness, M. (2019). Looking for “A kid like me”: Teacher candidates’ search for selves in children’s literature. Journal of Research in Childhood Education. https://eric.ed.gov/?id=EJ1221100

  • Wellbrock, G.  & Ness, M. (2018). When books and theatre arts take center stage: Inside Broadway Books First Class. Language Arts. 95(3)

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