Faculty Biography | Juliet L. Halladay
Juliet L. Halladay, Ph.D.Assistant Professor
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 and Finding the Right Texts: What Works for Beginning and Struggling Readers, as well as to the recent 4th edition of the Handbook of School Psychology.
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
- Duke, N.K., Halladay, J.L., & Roberts, K.L. (in press). 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). New York: Guilford Press. [abstract]
- Halladay, J.L., & Duke, N.K. (in press). 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. Newark, DE: International Reading Association. [abstract]
- 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. (2012, November). "Books I can actually read:" Kindergarteners' reading choices and perspectives on learning to read. Paper to be 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
- 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
- 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)