Taffy E. Raphael

VITA

September, 2001

PERSONAL BACKGROUND

Office: 475 O’Dowd Hall Home: 1072 W. Polk St. #2

Oakland University Chicago, IL 60607-3415

Rochester, MI 48309-4494 PHONE: 312 666 7789

PHONE: (248) 370-3020

FAX 248 370 4367 email: taffy@uic.edu

Educational History

Michigan State University 1966-1970 B.A. Cum Laude, Elementary

East Lansing, Michigan Education/Social Science

(Honors College)

University of North Carolina 1975-1977 M.Ed. Elementary Education/

Greensboro Reading

University of Minnesota 1977-1978 Ph.D. Student in Education/

Minneapolis Reading (Non-degree)

University of Illinois 1978-1980 Ph.D. Education Degree: 1981

Champaign-Urbana

Employment History

University of Illinois-Chicago Jan, 2002- Professor, Curriculum & Instruction

Oakland University 1997-Dec., 2001 Professor, Department of Reading

Rochester, Michigan and Language Arts

Michigan State University 1982-1997 Professor, Teacher Education/

East Lansing, Michigan Educational Psychology (assistant professor, ‘82-’87; associate professor, ‘87-’92)

1992-1996 Coordinator, Literacy MA Program

University of Utah 1980-1982 Assistant Professor

Salt Lake City Educational Studies/

Educational Psychology

University of Illinois 1978-1980 Research Assistant, Center for the

Study of Reading; Teaching

Assistant, Reading Clinic

University of Minnesota 1977-1978 Teaching/Research Assistant

Winston-Salem/Forsyth County 1971-1977 4th & 5th Grade Teacher

Schools; Winston-Salem, NC Teacher, Reading/Math Clinic

Homewood IL Public Schools 1970-1971 Fourth Grade Teacher

(Open Classroom)

Lansing, MI Public Schools 1970 Substitute Teacher, K-6
RESEARCH ACTIVITY AND LIST OF PUBLICATIONS

Books

Raphael, T. E., Kehus, M., & Damphousse, K. (2001). Book Club for middle school. Lawrence, MA: Small Planet Communications, Inc.

Hammond, W. D., & Raphael, T. E. (1999). Literacy instruction for the millennium. Joint publication of the Center for the Improement of Early Reading Achievement (Ann Arbor: Univeristy of Michigan) and the Michigan Reading Association (Grand Rapids).

Raphael, T. E., & Au, Kathryn H. (Eds.) (1998). Literature-based instruction: Reshaping the curriculum. Newton, MA: Christopher Gordon Publications.

Hiebert, E. H., & Raphael, T. E. (1998). Early literacy instruction. Ft. Worth, TX: Harcourt Brace.

Raphael, T. E., Pardo, L. S., Highfield, K., & McMahon, S. I. (1997). Book Club: A literature-based curriculum. Littleton, MA: Small Planet Communications, Inc.

McMahon, S. I. & Raphael, T. E., with V. J. Goatley & L. S. Pardo (1997). The Book Club connection: Literacy learning and classroom talk. NY: Teachers College Press.

Raphael, T. E., & Hiebert, E. H. (1996). Creating an integrated approach to literacy instruction. Ft. Worth, TX: Harcourt Brace.

Raphael, T. E. (Ed.), (1986). Contexts of school based literacy. NY: Random House.

Refereed Articles

Raphael, T. E. (in press). Literacy teaching, literacy learning: Lessons from the Book Club Plus project, NRC Presidential Address. To appear in the National Reading Conference Yearbook.

Florio-Ruane, S., Berne, J., & Raphael, T. E. (2001). Teaching literature and literacy in the eye of reform: A dilemma in three acts. The New Advocate, 14(3), 197-210.

Raphael, T. E., Florio-Ruane, S., Kehus, M., George, M., Hasty, N., & Highfield, K. (2001). Thinking for ourselves: Literacy learning in a diverse teacher inquiry network. The Reading Teacher, 54(6), 506-607. (also online@CIERA 00-07).

Raphael, T. E., Florio-Ruane, S., & George, M. (in press). Book Club Plus: A conceptual framework to organize literacy instruction. Language Arts

Taylor, B. M., Anderson, R. C., Au, K. H., & Raphael, T. E. (2000). Discretion in the translation of research to policy: A case from beginning reading. Educational Researcher, 29, 16-26.

Au, K. H., & Raphael, T. E., (2000). Literacy and diversity in the millennium. Reading Research Quarterly, 35(1), 170-188.

The Book Club Plus Network (1999). What counts as teacher research?: An essay. Language Arts, 77(1), 48-52. (Also online@CIERA 00-05)

Raphael, T. E., Gavelek, J. R., & Daniels, V. (1998). Developing students’ talk about text.: An initial analysis in a fifth-grade classroom. National Reading Conference Yearbook, 47, pp. 116-128.

Raphael, T. E., & Brock, C. H. (1997). Instructional research in literacy: Changing paradigms. [Research Review Plenary Address]. In C. Kinzer, D. Leu, & K. Hinchman (Eds.), Inquiries in literacy theory and practice (pp. 13-36). Chicago, IL: National Reading Conference.

Florio-Ruane, S.; Raphael, T. E., Glazier, J., McVee, M., & Wallace, S. (1997). Reading, writing, and talk about autobiography: The education of literacy teachers. In C. Kinzer, D. Leu, & K. Hinchman (Eds.), Inquiries in literacy theory and practice (pp. 452-464). Chicago, IL: National Reading Conference.

Gavelek, J. R., & Raphael, T. E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73(3), 24-34.

Goatley, V. J., Brock, C., & Raphael, T. E. (1995). Diverse learners in regular education book clubs. Reading Research Quarterly, 30(3), 352-380.

Brock, C. H., & Raphael, T. E. (1994). Envisionment building: A second-language student constructing meaning during a social studies unit. In C. Kinzer, & D. Leu (Ed.), Multidimensional aspects of literacy research, theory and practice. Chicago, IL: National Reading Conference.

Raphael, T. E., & Goatley, V. J. (1994). The teacher as "more knowledgeable other:" Changing roles for teaching in alternative reading instruction programs. In C. Kinzer & D. Leu (Eds.), Multidimensional aspects of literacy research, theory and practice (pp. 527-536). Chicago, IL: National Reading Conference.

Raphael, T. E., & McMahon (1994). ‘Book Club’: An Alternative Framework for Reading Instruction. The Reading Teacher, 48(2), 102-116.

Englert, C. S., Raphael, T. E., & Mariage, T. V. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disability Quarterly, 17(1), 2-32.

Raphael, T. E., Goatley, V. J., Woodman, D. A., McMahon, S. I. (1994). Collaboration on the Book Club Project: The multiple roles of researchers, teachers, and students. Reading Horizons, 34(5), 381-405.

Goatley, V. J., Highfield, K. A., Bentley, J., Folkert, J., Scherer, P., Raphael, T. E., & Grattan, K. (1994). Empowering teachers to be researchers: A collaborative approach. Teacher Research: A Journal of Classroom Inquiry, 1(2), 128-144.

Raphael, T. E., & Brock, C. H. (1993). Mei: Learning the literacy culture in an urban elementary school. In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 179-188). Chicago, IL: National Reading Conference.

McMahon, S. I., & Raphael, T. E. (1993). Using trade books in the elementary classroom. Silver Burdett & Ginn Leadership Letter Series. NY: Simon & Schuster.

McMahon, S. I., & Raphael, T. E. (1993). Literature and the reading program: Why and how? Michigan Reading Journal, 26(3), 28-39.

Goatley, V. J., & Raphael, T. E. (1992). Nontraditional learners written and dialogic response to Iearning. In C. K. Kinzer & D. J. Leu (Eds.) Literacy research , theory, and practice: Views from many perspectives (pp. 313-322). Chicago, IL: National Reading Conference.

Penning, M. J., & Raphael, T. E. (1992). The impact of language ability and text variables on sixth grade students comprehension. Applied Psycholinguistics, 12, 397-417.

Englert, C. S., Raphael, T. E., & Anderson, L. M. (1992). Socially-mediated instruction: Improving students' knowledge and talk about writing. Elementary School Journal, 92(4), 411-449 .

Raphael, T. E., McMahon, S. I., Goatley, V. J., Bentley, J. L., Boyd, F. B., Pardo, L. S., & Woodman, D. A. (1992). Reading instruction reconsidered: Literature and discussion in the reading program. Language Arts, 69, 54-61.

McMahon, S. I, Pardo, L. S., & Raphael, T. E. (1991). Bart: A case study of discourse about text. In J. Zutell & S. McCormick (Eds.), Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction (pp. 285-295). Chicago, IL: National Reading Conference Yearbook, 1991.

Englert, C. S., Raphael, T. E., Anderson, L. M., Stevens., D. D., & Anthony, H. M. (1991). Making writing strategies and self-talk visible: Cognitive Strategy Instruction in Writing. American Educational Research Journal, 28, 337-372.

Pardo, L, & Raphael, T. E. (1991). Classroom organization for content area instruction. The Reading Teacher, 44, 556-565.

Kapinus, B. & Raphael, T. E. (1991). Current issues in assessment. Silver Burdett & Ginn Leadership Letter Series. NY: Simon & Schuster.

Raphael, T. E., & McMahon, S. I. (1991). Discourse synthesis. Invited Q/A Column. The Reading Teacher, 44(9), 702-704.

Raphael, T. E., & Englert, C. S. (1990). Writing and reading: Partners in constructing meaning. The Reading Teacher, 43, 388-400.

Englert, C. S., Raphael, T. E., Anderson, L. M., Gregg, S. L., & Anthony, H. M., (1989). Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students. Learning Disabilities Research, 5(1), 5-24.

Raphael, T. E., Englert, C. S., & Kirschner, B. W. (1989). Students' metacognitive knowledge about writing. Research in the Teaching of English, 23(4), 343-379.

Raphael, T. E., Kirschner, B. W., Englert, C. S., (1988). The expository writing program: Making connections between reading and writing. Reading Teacher, 41, 790-795.

Englert, C. S., Raphael, T. E., Fear, K. L., Anderson, L. M. (1988). Students' metacognitive knowledge about writing informational texts. Learning Disabilities Quarterly, 11, 18-46.

Englert, C. S., Raphael, T. E., Anderson, L. A., Anthony, H. M., Fear, K., & Gregg, S. L. (1988). Establishing a case for writing intervention: The what and why of expository writing. Learning Disabilities Focus, 3(2), 98-113. (Also IRT Occasional Paper No. 111).

Englert, C. S. & Raphael, T. E. (1988). Constructing well-formed prose: Process, structure, and metacognition in the instruction of expository writing. Exceptional Children, 54, 513-520.

Fear, K. L., Anderson, L. M., Englert, C. S., & Raphael, T. E. (1987). The relationship between teachers' beliefs and instruction and students' conceptions about the writing process. In J. E. Readence & R. S. Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 255-263). Rochester NY: National Reading Conference.

Gregg, S. L., Raphael, T. E., & Englert, C. S. (1987). Writing strategy instruction as a vehicle for improving students' comprehension of informational text. Michigan Reading Journal, 20(2), 14-18.

Englert, C. S., Raphael, T. E., & Anderson, L. A. (October, 1986). Expository writing instruction for special needs students. PRISE Reporter, 18, 1-3.

Raphael, T. E., (1986). Teaching question-and-answer-relationships, revisited. Reading Teacher, 39(6), 516-522.

Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students' vocabulary. Reading Teacher, 39(2), 198-205.

Schwartz, R. M. & Raphael, T. E. (1985). Instruction in the concept of definition as a basis for vocabulary acquisition. In J. A. Niles and R. V. Lalik (Eds.). Issues in Literacy: A Research Perspective. Rochester, NY: National Reading Conference.

Raphael, T. E. & Wonnacott, C. A. (1985). Heightening 4th grade students' sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20(3), 282-296.

Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-236.

Raphael, T. E. (1984). Teacher explanations and students' understanding of sources of information for answering questions. In J. A. Niles & L. A. Harris (Ed.) Changing Perspectives on Research in Reading/Language Processing and Instruction. Rochester, NY: National Reading Conference.

Raphael, T. E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27, 303-311.

Raphael, T. E., & Gavelek, J. R. (1984). Successful reading instruction: Orchestrating the learning environment. Michigan Reading Journal, 17, 17-21.

Raphael, T. E., & McKinney, J. (1983). An examination of 5th and 8th grade children's question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15, 67-86.

Raphael, T. E. (1982). Teaching children question-answering strategies. The Reading Teacher, 36, 186-191.

Gavelek, J. R., & Raphael, T. E. (1982). Instructing metacogniti