Kathleen A Paciga
Biographic Data
| ID | 5741534 |
|---|---|
| NAME | Kathleen A Paciga |
| GIVEN NAMES | Kathleen A |
| FAMILY NAME | Paciga |
| SIGNATURE | PACIGA K A |
| AFFILIATIONS | Columbia College Chicago |
| ORCID | 0000-0002-4026-1745 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From Research to Retweets
This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform, little is known about how related ideas circulate in public discourse, particularly across social media platforms that increasingly shape teacher learning, policymaking, and public opinion. This con…
Guided Drawing with Preschool Dual Language Learners in Head Start
Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and def…
Assessment, accountability, and access
The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt…
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Looking beyond swiping and tapping
We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood educa…
Where Is Nelp Leading Preschool Literacy Instruction
This article discusses the potential positive and problematic influences of the National Early Literacy Panel ( NELP; 2008 ) report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report as having “clear and consistently strong relationships with later conventional literacy skills” but also detail a number of co…
Where Is Nelp Leading Preschool Literacy Instruction
This article discusses the potential positive and problematic influences of the National Early Literacy Panel ( NELP; 2008 ) report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report as having “clear and consistently strong relationships with later conventional literacy skills” but also detail a number of co…
Where Is Nelp Leading Preschool Literacy Instruction
This article discusses the potential positive and problematic influences of the National Early Literacy Panel ( NELP; 2008 ) report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report as having “clear and consistently strong relationships with later conventional literacy skills” but also detail a number of co…
Looking beyond swiping and tapping
We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood educa…
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Guided Drawing with Preschool Dual Language Learners in Head Start
Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and def…
Assessment, accountability, and access
The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt…
From Research to Retweets
This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform, little is known about how related ideas circulate in public discourse, particularly across social media platforms that increasingly shape teacher learning, policymaking, and public opinion. This con…
Psychology (5 works) · Literacy (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Sociology (3 works) · Child Development and Digital Technology (2 works) · Literacy, Media, and Education (2 works)