Erin K Washburn
Biographic Data
| ID | 6347611 |
|---|---|
| NAME | Erin K Washburn |
| GIVEN NAMES | Erin K |
| FAMILY NAME | Washburn |
| SIGNATURE | WASHBURN E K |
| AFFILIATIONS | Binghamton University |
| ORCID | 0000-0001-6321-942X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development
This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although …
The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention
Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of imp…
Teaching Older Struggling Readers
There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs about teaching reading using the Survey of Reading-Related Knowledge and Perceptions. Participating novice teachers (n = 333) included elementary general edu…
Collaborative professional development on data‐based decision making for primary teachers of struggling readers
The purpose of this manuscript is to share the work of a collaboration between professional development providers and university faculty as they created, implemented and refined a professional development series focused on supporting primary teachers' use of data‐based decision making in reading. Using a formative and design‐based approach, multiple sources of informal, formative data were collected (surveys, memos and teacher feedback). Data ana…
Family Literacy Night
This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for T…
The what, when, and how of preservice teachers and literacy across the disciplines
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Introduction to the special issue on teacher knowledge from an international perspective
The PEA Strategy
With the adoption of the Common Core State Standards many social studies teachers are faced with the task of very intentionally integrating writing instruction into their content curriculum. While this task may be daunting, there are research-based instructional frameworks to help teachers implement strategies to support student writing. In this manuscript the Self-Regulated Strategy Development (SRSD), a research-based instructional framework fo…
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy
Are preservice teachers prepared to teach struggling readers
Are preservice teachers prepared to teach struggling readers
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy
The PEA Strategy
With the adoption of the Common Core State Standards many social studies teachers are faced with the task of very intentionally integrating writing instruction into their content curriculum. While this task may be daunting, there are research-based instructional frameworks to help teachers implement strategies to support student writing. In this manuscript the Self-Regulated Strategy Development (SRSD), a research-based instructional framework fo…
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Introduction to the special issue on teacher knowledge from an international perspective
The what, when, and how of preservice teachers and literacy across the disciplines
Family Literacy Night
This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for T…
Collaborative professional development on data‐based decision making for primary teachers of struggling readers
The purpose of this manuscript is to share the work of a collaboration between professional development providers and university faculty as they created, implemented and refined a professional development series focused on supporting primary teachers' use of data‐based decision making in reading. Using a formative and design‐based approach, multiple sources of informal, formative data were collected (surveys, memos and teacher feedback). Data ana…
The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention
Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of imp…
Teaching Older Struggling Readers
There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs about teaching reading using the Survey of Reading-Related Knowledge and Perceptions. Participating novice teachers (n = 333) included elementary general edu…
Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development
This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although …
Psychology (10 works) · Mathematics education (9 works) · Pedagogy (9 works) · Computer Science (5 works) · Linguistics (5 works) · Psycholinguistics (5 works) · Reading and Literacy Development (5 works) · Cognition (4 works) · Literacy (4 works) · Cognitive and developmental aspects of mathematical skills (3 works)