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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. 

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

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

  • 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


  • 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:

  • 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.

  • 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

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.

  • 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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