University of Vermont

Faculty Biography

Faculty Biography | Juliet L. Halladay

Juliet L. Halladay

Juliet L. Halladay, Ph.D.Assistant Professor

Contact Information:
Waterman 532A
(802) 656-1421
Juliet.Halladay@uvm.edu

Dr. Halladay is an Assistant Professor in the Department of Education, specializing in elementary literacy teaching and learning. Her recent research has focused on mixed methods investigations of reader-text interactions, particularly related to text difficulty, reading comprehension, and motivation to read. She is also interested in measurement of text readability and assessment of oral reading fluency and reading comprehension. Her teaching interests involve language development and literacy instruction for elementary school teachers and preservice teachers. She has contributed to the edited books Shaping Literacy Achievement: Research we Have, Research we Need, Finding the Right Texts: What Works for Beginning and Struggling Readers, and Quality Reading Instruction in the Age of Common Core Standards.

Areas of Expertise:

Assessment and Evaluation; Curriculum and Instruction; English Language Learners; Learning and Cognition; Literacy and Numeracy; Reading Education and Literacy; Response to Intervention (RTI); Teacher Education

Scholarship

Selected Publications

  • Duke, N.K., Halladay, J.L., & Roberts, K.L. (2013). Reading informational text. In L.M. Morrow, T. Shanahan, & K.K. Wixson (Eds.), Teaching with the Common Core Standards for English Language Arts: What educators need to know (Book 1: Grades PreK-2) (pp. 46-66). New York: Guilford Press.  [abstract]
  • Halladay, J.L., & Duke, N.K. (2013). Informational text and the Common Core State Standards. In S.B. Neuman, L.B. Gambrell (Eds.), & C. Massey (Assoc. Ed.), Reading instruction in the age of Common Core Standards (pp. 44-58). Newark, DE: International Reading Association.  [abstract]
  • Halladay, J.L., & Moses, L. (2013). Using the Common Core standards to meet the needs of diverse learners: Challenges and opportunities. The New England Reading Association Journal, 49(1), 33-44.
  • Halladay, J.L. (2013). "Books I can actually read:" Kindergartners' reading choices and reading behaviors. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, M.W. Cole, A.H. Hall, D. Herro, & K.N. Headley (Eds.). 62nd Yearbook of the Literacy Research Association (pp. 93-104). Altamonte Springs, FL: Literacy Research Association.
  • Halladay, J.L. (2012). Revisiting key assumptions of the reading level framework. The Reading Teacher, 66(1), 53-62.  [abstract]
  • Halladay, J.L., & Neumann, M.D. (2012). Connecting reading and mathematical strategies. The Reading Teacher, 65(7), 471-477.  [abstract]
  • Halladay, J.L. (2011). Fostering engagement and achievement through independent reading. Primer, 40(1), 12-13.  [abstract]
  • Halladay, J.L. (2011). UVM students mentoring young writers: "It's harder than it looks." Vermont Council on Reading Journal, 18(2), 6-9.  [abstract]
  • Billman, A. K., Hilden, K., & Halladay, J.L. (2008). When the 'right texts' are difficult for struggling readers. In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers. New York: Guilford.
  • Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J.L., Park, Y., et al. (2008). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed.) (pp. 522-546). New York: Wiley.
  • Halladay, J.L., Billman, A.K., Park, Y., Gao, F., Reffitt, K., and Hasty, N. (2007). The literacy research we have. In M. Pressley, A.K. Billman, K.H. Perry, K.E. Reffitt, & J.M. Reynolds (Eds.), Shaping literacy achievement. New York: Guilford.
  • Billman, A. K., Duke, N. K., Hilden, K., with, Zhang, S., Roberts, K., Halladay, J.L., et al. (2007). Concepts of comprehension assessment. East Lansing: Trustees of Michigan State University. (Available from LARC, see www.msularc.org for further information.)
  • Hilden, K., Duke, N. K., Billman, A. K., with, Zhang, S., Halladay, J.L., et al. (2007). Informational strategic cloze assessment. East Lansing: Trustees of Michigan State University. (Available from LARC, see www.msularc.org for further information.)
  • Wilson, S.M., Duffy, H., Fiori, N., Halladay, J.L., & Mapuranga, R. (2006). Assembling a good team: Teacher learning from professional development. A final report to the Noyce Foundation. East Lansing, MI: Michigan State University.

Selected Presentations

  • Halladay, J.L. (2012, November). "Books I can actually read:" Kindergartners' reading choices and perspectives on learning to read. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA
  • Halladay, J. L. (2012, September). Dual scaffolds: Supporting reading and motivation for complex texts. Presentation at the annual conference of the New England Reading Association, Nashua, NH.
  • Halladay, J.L. (2012, July). Making monsters into meatballs: Differential impacts of reading error types on text meaning and reading comprehension. Interactive paper presentation to be presented at the annual conference of the Society for the Scientific Study of Reading, Montreal, PQ.
  • Duke, N.K., Keene, E., Phelan, K., Allen, P., Halladay, J.L., Daniels, H., Kuhn, M., Stahl, K.A., & Martin, N.M. (2011, May). Professional developers and researchers share insights and advice about fluency, comprehension, motivation, and self-selected reading, research, and professional development. Symposium presented at the annual convention of the International Reading Association, orlando, Fl.
  • Halladay, J.L. (2011, April). Matching readers with texts: Lessons from research and practice. Presentation at the Spring 2011 Conference of the Vermont Council on Reading, Stowe, VT.

Courses Taught in the Last 5 Years

Critical Issues in Language and Literacy; Lab Experience in Literacy; Language Arts and Literacy Skills; Student Teaching Internship

Education

  • Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University
  • M.Ed. in Elementary Education from Washington University in St. Louis
  • B.A. in English and Preprofessional Sciences from University of Notre Dame

Professional Associations

  • American Educational Research Association (AERA), International Reading Association (IRA), National Council of Teachers of English (NCTE), National Reading Conference, New England Reading Association (NERA), Society for the Scientific Study of Reading, Vermont Council on Reading (VCR)