VITA

EDUCATION

1989: Ph.D., Reading Education, University of Virginia                                                             

Emphasis areas: literacy education, clinical assessment and remediation, research

1977, 1984, University of Virginia: B. S., Early Childhood Education, M.Ed., Education

PROFESSIONAL APPOINTMENTS

2006 to Present: Professor (Associate Professor 1999-2006; Assistant Professor 1994 to 1999) University of Texas at Austin

Language and Literacy Studies, Department of Curriculum and Instruction.

Undergraduate and graduate teaching: Reading methods, classroom management, practicum in reading difficulties, reading research, language acquisition

Doctoral student advising

1991 to 1994: Post Doctoral Fellow

     Learning Research and Development Center (LRDC), University of Pittsburgh, LRDC. Worked with Isabel Beck on a series of text learning research projects

1989 to 1991: General Faculty: University of Virginia

Department of Curriculum and Instruction and Special Education, University of Virginia.  Taught graduate level practicum courses in diagnosis and remediation of reading difficulties

1977 to 1984: Classroom Teacher, Remedial Reading Teacher

Prince Edward County and Mecklenburg County, Virginia

Taught third grade (2 years), eighth grade Title 1 reading (1 year), Kindergarten (3 years), and fifth grade (2 years) in high-poverty, ethnically diverse districts. African American citizens of Prince Edward County were plaintiffs in Brown vs. Board of Education. Prince Edward is infamous as a school district that not only defied the Brown decision, but closed the public schools from 1959-1964 in response to subsequent attempts by the federal government to enforce it.

GRANTS, AWARDS, AND FELLOWSHIPS

University of Texas at Austin

Fellow in Sid W. Richardson Regents Chair in Community College Leadership. Appointed 2005.

Faculty Research Assignment (project title: “Reading in a Sixth Grade Bilingual Classroom”), University of Texas at Austin, one semester research leave, Fall, 2003.

Teaching Fellowship to develop preservice teacher preparation, Meadows Foundation, $10,000 each year, 2000-2001 and 2001-2002.

Technology Integration Grant. Awarded for a project involving preservice teachers using a variety of technology tools to study and present research about exemplary teachers, Meadows Foundation ($8,000), 2000-2001.

Texas Excellence Teaching Award.  The annual award for teaching in the College of Education, ($1000), 1997-98.

Dean’s Fellowship, College of Education, University of Texas. One semester research leave, Fall, 1998

Faculty Research Incentive Award.  Center for Applied Research and Development. University of Texas at Austin, $750 each year. 1996, 1997, 1998.

Summer Research Assignment Award (project title: “Free-Choice Reading in Middle School”), University of Texas at Austin, two months summer salary, 1996.

State and National

Houston-Annenberg School Reform Evaluation. Research Associate. With Pedro Reyes, Principal Investigator and 8 co-investigators), Annenberg Foundation ($2.7 million). 1999-2002.

Elva Knight Research Grant (project title: “How Much Preparation and Supervision do Tutors Need?”). International Reading Association ($4,888), 1998.

Reading and Language Arts Center for Educator Development, grant for professional development center for Texas. With Nancy Roser, Principal Investigator, and 4 co-investigators, Texas Education Agency ($1.2 million), 1996-97.

Academics 2000: First Things First.  The Texas Goals 2000 Initiative, Reading Improvement grant, Texas Education Agency ($40,000), 1996-96 and 1997-98.

 

JOURNAL EDITING

Editorships

·         Lead Editor of National Reading Conference Yearbook, 2003-2004.

·         Co-editor of National Reading Conference Yearbook, 2000-2003, 2004-2006.

·         Associate Editor of Educational Researcher, 1998-2000.

·         Editor of “The Intermediate Grades,” semiannual column in The Reading Teacher, 2000-2003.

·         Co-editor of "Critical Questions,” semiannual column in The Reading Teacher, 1996-2001

Editorial Review Boards

Educational Researcher (AERA), 2005-present

Reading Research Quarterly (IRA), 1995-present

Journal of Literacy Research (NRC), 1995-present

The Reading Teacher (IRA), 1994-1999; 2002-present

Yearbook of the National Reading Conference (NRC), 1995-2000

Journal of Teacher Education, 2006-present

PROFESSIONAL ORGANIZATIONS

Significant Service to Professional Organizations

·         American Educational Research Association (AERA): Secretary, Division C (Learning and Instruction), 2006-2008

·         AERA: Annual meeting chair for Section I (Literacy), Division C (Learning and Instruction), 2006

Memberships, Committees, and Proposal Reviewing

·         International Reading Association (IRA), 1995-present

       Research Awards committee, 2005-present

       Reviewer of program proposals, 1996-present

       Outstanding Dissertation Award committee, 1997-1999)

       Subcommittee on Research Publication Awards (2002-2003)

·         National Reading Conference (NRC), 1992–present

       Reviewer of program proposals, 1994-present

   Outstanding Educator Award committee, 2000-2005

 

PUBLICATIONS
 

Books

Worthy, J. (2005). Readers’ theater for building fluency: Strategies and scripts for making the most of this highly effective, motivating, and research-based approach to oral reading. New York: Scholastic.

Worthy, J.  Broaddus, K., & Ivey, G. (2001).  Pathways to independence:  Reading, Writing, and Learning in Grades 3-8. New York: Guilford Press.
 

Edited Volumes

Hoffman, J. B., Schallert, D. L., Fairbanks, C., Worthy, J., & Maloch, B. (Forthcoming)(Eds). The Fifty-fifth Yearbook of the National Reading Conference. Chicaco, IL: National Reading Conference.

Maloch, B., Hoffman, J. B., Schallert, D. L., Fairbanks, C., & Worthy, J. (2005)(Eds). The Fifty-fourth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.

Worthy, J., Maloch, B., Hoffman, J. V., & Schallert, D. L., & Fairbanks, C. (2004)(Eds.), The Fifty-third Yearbook of the National Reading Conference. Chicago

Fairbanks, C. M., Worthy, J., Maloch, B., Hoffman, J. V., & Schallert, D. L. (2003)(Eds.), The Fifty-second Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.

Schallert, D. L., Fairbanks, C. M., Worthy, J., Maloch, B., & Hoffman, J. V. (2002)(Eds.), The Fifty-first Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.

Hoffman, J. V., Schallert, D. L., Fairbanks, C. M., Worthy, J., & Maloch, B. (2001)(Eds.), The Fiftieth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.
 

Peer-Reviewed Journal Articles

Worthy, J., & Rodríguez, A. (forthcoming). “Mi hija vale dos personas” (My daughter is worth two people): Latino Immigrant Parents’ Perspectives About Their Children’s Bilingualism. Bilingual Research Journal.

Sailors, M., Worthy, J., Assaf, L., & Mast, M. (2005). The illusion of choice: Fourth graders’ perceptions of a “reading for rewards” program. California Reader, 39, 26-37.

Worthy, J. (2006). “Como si le falta un brazo” (It’s like missing an arm): Latino immigrant parents and the costs of not knowing English. Journal of Latinos and Education, 5, 139-154.

Worthy, J. (2005). “It didn’t have to be so hard”: The first years of teaching in an urban school. International Journal of Qualitative Studies in Education.

Worthy, J., Prater, K., & Pennington, J. (2003). “It’s a program that looks great on paper”: The challenge of America Reads. Journal of Literacy Research, 35, 879-910.

Worthy, J., Rodríguez, A., Assaf, L., Martínez, L., & Cuero, K. (2003). Fifth grade bilingual students and the precursors to “subtractive” schooling. Bilingual Research Journal, 27, 275-294.

Worthy, J. (2003). Revising the context: Reaching troubled students in the middle years. Affective Reading Education Journal, 20, 11-18.

Worthy, J., Patterson, E., Salas, R., Prater, S., & Turner, M. (2002). “More than just reading”: The human factor in reaching resistant readers. Reading Research and Instruction, 41, 177-201.

Worthy, J., & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55, 334-343.

Worthy, J., & Patterson, B. (2001). “I can’t wait to see Carlos!” Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33, 303-344.

Worthy, J., & Sailors, M. (2001). “That book isn’t on my level”: Moving beyond text difficulty in personalizing reading choices. The New Advocate, 14, 229-239.

Worthy, J. (2000). Teachers’ and students’ suggestions for motivating middle school students to read. National Reading Conference, 49, 441-451.

Worthy, J., Moorman, M., & Turner, M. (1999).  What Johnny likes to read is hard to find in school.  Reading Research Quarterly, 34, 12-27.

Worthy, J. & Prater, S. (1998). Learning on the Job: Preservice teachers’ perceptions of participating in a reading tutorial. National Reading Conference, 47, 485-495. 

Worthy, J. (1998).  “On every page someone gets killed!”  Book conversations you don’t hear in school.  Journal of Adolescent and Adult Literacy, 41, 508-517.

          Reprinted in:  Moore, D. W., Alvermann, D. E., & Hinchman, K. A. (Eds.).(2000). Struggling adolescent readers: A collection of teaching strategies. Newark, DE: International Reading Association. 

          Reprinted in: International Reading Association (2004). Preparing Reading Professionals. Newark, DE: International Reading Association.

Worthy, J., Turner, M., & Moorman, M. (1998).  The precarious place of self-selected reading.  Language Arts, 75, 296-304. 

Martinez, M. G., Roser, N. L., Worthy, J., Strecker, S., & Gough, P. (1997).  Classroom libraries and children’s book selections:  Redefining “access” in self-selected reading.  National Reading Conference, 46, 265-272.

Worthy, J. & McKool, S. S. (1996).  Students who say they hate to read:  The importance of opportunity, choice, and access. National Reading Conference Yearbook, 45, 245-256.

Hoffman, J. V., Worthy, J., Roser, N., McKool, S., Rutherford, W. & Strecker, S. (1996).  Performance assessment in first grade classrooms: The PALM model.  National Reading Conference, 45, 100-112.

Worthy, J. (1996).  Removing barriers to voluntary reading: The role of school and classroom libraries.  Language Arts, 73, 483-492.

Worthy, J.  (1996).  A matter of interest: Literature that hooks reluctant readers and keeps them reading.  The Reading Teacher, 50, 204-212. 

          Reprinted in:  Allington, R. L. (Ed.). (1998). Struggling Readers.  Newark, DE: International Reading Association. 

Worthy, J., & Viise, N. M. (1996).  Morphological, phonological, and orthographic differences in the spelling of basic literacy adults and achievement level matched children.  Reading and Writing: An Interdisciplinary Journal, 18, 139-159.

Beck, I. L, McKeown, M. G., Sandora, C., Kucan, L. & Worthy, J. (1996).  Questioning the author: A year–long classroom implementation to engage students with text.  Elementary School Journal, 96, 385-414.

Worthy, J., & Invernizzi, M. A. (1995).  Linking reading with meaning: A case study of a hyperlexic reader.  Journal of Reading Behavior, 27, 585-603.

Worthy, J., & Beck, I. L. (1995).  On the road from recitation to discussion in large group dialogue about literature. National Reading Conference, 44, 312-324.

Beck, I. L., McKeown, M. G., & Worthy, J.  (1995). Giving a text voice can improve students' understanding.  Reading Research Quarterly, 30, 220-238.  

McKeown, M. G., Beck, I. L. & Worthy, M. J.  (1993). Grappling with text ideas: Questioning the author.  The Reading Teacher, 47, 560–566.

Worthy, M. J. & Bloodgood, J. (1992). Enhancing reading instruction through Cinderella tales. The Reading Teacher, 46, 290–301.

          Reprinted in:  Opitz, M. F. (Ed.). (1998). Literacy instruction for culturally and linguistically diverse students. Newark, DE: International Reading Association. 

Worthy, M. J. & Invernizzi, M. A. (1990). Spelling errors of normal and disabled readers on levels one through four: Instructional implications.  Annals of Dyslexia, 40, 138–151.

Invernizzi, M. & Worthy, M. J. (1989).  An orthographic–specific comparison of the spelling errors of learning disabled and normally achieving children across four grade–levels of spelling achievement.   Reading Psychology, 10, 173–188.
 

Book Chapters

Worthy, J., & Roser, N. (2004). Flood ensurance: When children have books they can and want to read In D. Lapp & J. Flood (Eds.). Teaching all the children (pp. 179-192). New York: Guilford.

Hoffman, J. V., Worthy, J., Roser, N., & Rutherford, W. L. (1998). Performance assessment in reading:  Implications for teacher education.  In F. Lehr & J. Obsorn (Eds.). Literacy for all: Issues in teaching and learning (289-300). New York: Guilford.

Hoffman, J. V., Roser, N. L., & Worthy, J. (1998). Challenging the assessment context for literacy instruction in first grade: A collaborative study. In C. Harrison & T. Salinger (Eds.). Assessing reading 1: Theory and practice (166-181).  London and New York: Routledge. 

Worthy, J., Hoffman, J. V., Roser, N. L., Rutherford, W. L., McKool, S., & Strecker, S. (1998). Teachers changing the system:  Alternative assessment of first graders’ literacy.  In M. Coles & R. Jenkins (Eds). Assessing reading 2: Changing practice in classrooms (43-53).  London and New York: Routledge.
   

Columns in The Reading Teacher

Worthy (2003). The intermediate grades: Reading aloud in the intermediate grades (guest author Gay Ivey). TRT

Worthy, J., & Prater, K. (2002). "I thought about it all night": Readers theater for fluency and motivation. TRT, 56, 294-297.

Worthy, J. (2002). The intermediate grades: What makes intermediate grades students want to read? TRT, 55, 568-569.

          Reprinted in: International Reading Association (2004). Preparing Reading Professionals. Newark, DE: International Reading Association.

Worthy, J. (2001). The intermediate grades: Middle school students with reading disabilities (guest author Audrey McCray) TRT, 55, 298-299.

Worthy, J. (2001). The intermediate grades: A life of learning and enjoyment from literacy. TRT, 54, 690-691.

Worthy, J. (2001). Critical questions: Home visits, engagement, and farewell. TRT, 54, 516-518.

Worthy, J. (2000). The intermediate grades: Conducting research on topics of student interest. TRT, 53, 298-299.

Worthy, J. & Hoffman, J. V. (2000).  Critical questions: The press to test.  TRT, 53, 596-598. 

Worthy, J. & Hoffman, J. V. (1999).  Critical questions: Motivating readers.  TRT, 52, 520-521. 

Worthy, J. & Hoffman, J. V. (1998).  Critical questions: Texts for beginning readers.  TRT, 51, 338-340. 

Worthy, J. & Hoffman, J. V. (1997).  Critical questions: Inclusion. TRT, 50, 436-437.

Worthy, J. & Hoffman, J. V. (1996).  Critical questions: Ability grouping in first grade.  TRT, 49, 656-657.
 

Technical Reports

Houston Annenberg Challenge (2003). 2002 Houston Annenberg Challenge evaluation report: Lessons learned on urban school reform. This report is a summary of the research conducted by members of the research team (see next item).

Worthy, J., & Langenkamp, A. (2003). Angelou Elementary. The Houston Annenberg challenge research and evaluation study: School case studies (130 pages). Internet address: http://www.utexas.edu/projects/annenberg/casestudies.html

Worthy, J., & Langenkamp, A. (2001). Content Specialists. Web article available at: http://www.utexas.edu/projects/annenberg/content_specialists.html

Worthy, J. & Langenkamp, A. (2000). Professional development in an Annenberg Beacon school. Year two report (28 pp.)

Worthy, J. & Langenkamp, A. (2000). Poe elementary: A Beacon school in the Houston-Annenberg Challenge. Year one report (27 pp.).

Worthy, J. (2000).  Lessons learned from three America Reads programs.  Final Technical report to the International Reading Association (56 pp.).

Worthy, J. (1999).  Preparation and supervision for tutors in three America Reads programs.  Interim Technical report to the International Reading Association (9 pp.).

Beck, I. L., McKeown, M. G., Worthy, J., Sandora, C. A., & Kucan, L.  (1994).  Questioning the author:  A year long classroom implementation to engage students with text.  Technical report to the Office of Educational Research and Improvement (117 pp.).

Worthy, J, Beck, I. & McKeown, M. (1993).  A discourse environment to develop text ideas: Questioning the Author. Technical report to the Office of Educational Research and Improvement (39 pp.).
 

Instructional Materials

Author for “Reading Advantage,” a series of reading instructional materials for students in grades 6-9, Levels A-D. Wilmington, MA: Great Source Education Group (a division of Houghton-Mifflin).

Worthy, J. (1997). Establishing a field-based literacy lab: The Reading Club. Austin, TX: Texas Center for Reading and Language Arts and Texas Education Agency (Instructional materials and video for professional development) Distributed to educational service centers and school districts in Texas. 

Worthy, J. (1996).  Cinderella around the world. (A literature unit) for the International Reading Association’s reading development program in Belize.  Newark, DE: International Reading Association.
 

Papers Submitted for Review

Worthy, J. (2006). Only the Names Have Been Changed: Ability Grouping in Middle School Language Arts.

Papers in Progress

Worthy, J., Rodriguez, A., & Cuero, K. (2006). The multidimensionality of Latino bilingual students’ worlds.
 

PRESENTATIONS (since 1999)

Peer-reviewed National and International Conference Papers

Semingson, P., & Worthy, J. (2006). “I just need more information to help my child”: Parents’ perspectives about how their children’s literacy needs are met at school. American Educational Research Association annual conference, San Francisco, CA.

Worthy, J., Mejía, J., Bland-ho, H., & Carr, N. (November, 2004). Only the names have been changed: Current incarnations of ability grouping. National Reading Conference annual meeting, San Antonio, TX.

Worthy, J., Rodríguez, A., & Cuero, K. (April, 2004). Latino/a adolescents spaces of authoring: Centrifugal and centripetal forces at work. American Educational Research Association annual conference, San Diego, CA.

Assaf, L, Worthy, J., & Rodríguez, A., (April, 2004). Negotiating social identities and linguistic hegemony. American Educational Research Association annual conference, San Diego, CA.

Worthy, J., Rodríguez, A., Cuero, K., & Martínez, L. (November, 2003). Latino/Bilingual Students’ Worlds: An ongoing study. American Educational Studies Association annual meeting. Mexico City, Mexico.

Worthy, J., Roser, N., Assaf, L., Dooley, C., & Rodríquez, A. (May, 2003). What if the book "flood" were a steady, targeted downpour? How access to books affected achievement, language, and literacy behaviors in one bilingual classroom. International Reading Association annual meeting, Orlando, FL.

Worthy, J., Rodríguez, A., Assaf, L., Martínez, L., & Cuero, K. (April, 2003). Precursors to subtractive schooling: A year later. American Educational Research Association annual conference, Chicago, IL.

Worthy, J., Roser, N., Assaf, L., & Dooley, C. (December, 2002). "I finally have it in my hands”: An ethnographic study of reading interests in a fifth grade bilingual classroom. National Reading Conference annual meeting, Miami, FL.

Worthy, J., Dooley, C., & Flores, R. (December, 2002). Read alouds in a fifth grade bilingual class: developing bilingual readers, thinkers, and speakers. National Reading Conference annual meeting, Miami, FL.

Worthy, J., Rodríguez, A., Assaf, L., & Martínez, L. (December, 2002). Fifth grade bilingual students and the precursors to subtractive schooling. National Reading Conference annual meeting, Miami, FL.

Worthy, J. (May, 2002). The Challenge of America Reads. International Reading Association annual meeting, San Francisco, CA.

Worthy, J., Hooper, K., & Pennington, J. (December, 2000). Lessons learned from three America Reads programs. National Reading Conference annual meeting, Scottsdale, AZ.

Worthy, J., Sailors, M., Assaf, F., & Mast, M. (December, 2000). Help or hindrance: Effects of Accelerated Reader on fourth grade students’ attitudes toward reading. National Reading Conference annual meeting, Scottsdale, AZ.

Worthy, J., Linán-Thompson, S., & Hooper, K. (December, 1999). Como la palma de mi mano: Support for literacy in the homes of recent Mexican immigrants. National Reading Conference annual meeting, Orlando, FL.

Worthy, J. (December, 1999). Teachers’ and students’ suggestions for motivating middle school students to read. National Reading Conference annual meeting, Orlando, FL.

McCarthey, S. J., Worthy, J., & Riojas, B. (April, 1999). Home-school connections in a school-based literacy tutorial. American Educational Research Association annual meeting, Montreal, Quebec, Canada, April.
 

Invited Presentations

Worthy, J. (December, 2004). How do we achieve excellence in literacy research? Panel member. National Reading Conference, Austin, TX.

Worthy, J. (January, 2003). The importance of access to books in "leaving no child behind." Keynote address presented at the Capital Area Reading Council (CARC), Austin, TX.

Worthy, J., Roser, N., Assaf, L., & Flores, R. (December, 2002). Access is more than providing books. Invited address presented at the National Reading Conference Research-Based Best Practices in Literacy Instruction conference, Miami, FL.

Ivey, G., Broaddus, K. & Worthy, J. (May, 2000). Engaging struggling readers in content learning: It’s not just teaching strategies. International Reading Association Teacher Institute, Indianapolis, IN.

Worthy, J. (May, 1999). Can we reach troubled students in the intermediate years? The Case of James. Featured research address (New Voices on Best Practices for Readers in the Middle Years), International Reading Association annual meeting, San Diego, CA. 

 

PROFESSIONAL SERVICE (In addition to Professional Organizations)

National and State

·         Board of Trustees, McCarthey-Dressman Educational Foundation, 2000–present

·         Member, Texas State Reading Association (TSRA), 1995 - present.

·         Member, Board of Advisors and Writing Team for Texas Essential Knowledge and Skills (TEKS), the English and Language Arts Standards for the state of Texas, 1995-97.

Local

·         Member, Board of Trustees (2002 – 2004) and Elementary Book Selection Team (2001–2004) for Reading is Fundamental (RIF) of Austin

·         Director of after-school literacy tutoring program at Travis Heights Elementary School (1996-1998) and Allison Elementary School (1996-present)

·         Judge for Austin Family magazine’s annual Young Writer’s Contest, 2005

·         Consultant to Brentwood Elementary Academics 2000 grant, Austin Independent School District (AISD), 2000-2001

·         Member of AISD Primary Assessment and Early Childhood Education Task Forces, 1995-1998

·         Organizer of a book drive yielding more than 6,000 books for AISD

University of Texas: Significant Administrative Assignments

·         Co-director of field-based placements for UT teacher preparation program, 2002–present.

·         Graduate Program Adviser, Language and Literacy Area, Curriculum and Instruction, 2002-present.

·         Teacher preparation Cohort Coordinator, 1995–2002, 2005-present

·         Course Coordinator for Reading Difficulties practicum course (EDC 371), 2002-present.

Department and College Committees

·         Standing Committee on Admissions, 2002–present (Chair, 2004-present)

·         Social Studies Search Committee, 2005, 2006

·         Student Fellowships and Awards Committee, 1999 – 2003, 2005-present

·         Outstanding Elementary School Teacher Committee, 1994-1999; 2000–2001; 2003-2004.

·         Executive Council for the Department of Curriculum and Instruction, 2001–2003; 2004–now

·         Graduate Programs Coordinating Committee, 2002-present.

·         Standing Committee on Admissions, 2002–present (chair, 2004-present)

·         Graduate Studies Committee, Curriculum and Instruction 1994-present (Secretary, 2001-2003)

·         Elementary Education Coordinators committee, 1995-2002.

·         Chair, Teacher Education Media/Technology Competency committee, 2000-2001.

·         Chair of two Curriculum and Instruction search committees, 2000-2001.