Publications

Presentations

Li, M., Murphy, P. K., Firetto, C.M., & Wei, L. (2017, August). Effects of text and learner characteristics on the acquisition of high-level comprehension. Paper to be presented at the 2017 American Psychological Association, Washington, DC.

Montalbano, C., Allen, E., Greene, J. A., Murphy, P. K., Firetto, C. M., & Wei, L. (2017, August). Investigating changes in relational reasoning in small-group discourse over time and across ability groups. Paper to be presented at the 2017 American Psychological Association, Washington, DC.

Allen, E., Montalbano, C., Greene, J. A., Murphy, P. K., Butler, A., Firetto, C. M., & Wei, L. (2017, August). The effects of Quality Talk on STEM relational reasoning. Poster to be presented at the 2017 American Psychological Association, Washington, DC.

Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Croninger, R. M. V. (2017, April). The effect of using a graphic organizer on fourth graders’ argumentative writing. Poster presented at the 2017 American Educational Research Association, San Antonio, TX.

Murphy, P. K., Greene, J. A., Firetto, C. M., Montalbano, C., Li, M., & Wei, L. (2016, April). Promoting relational reasoning in elementary students’ writing. In D. Dumas (Chair), The malleability of relational reasoning: Effects of direct or indirect interventions on learning processes and outcomes. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B., Montalbano, C., Li, M. & Wei, L. (2016, April). Enhancing students’ comprehension and critical-analytic thinking through Quality Talk Discussions. Poster presented at the annual meeting of the American Educational Research Association, Washington, D.C.

Firetto, C. M., Murphy, P. K., Greene, J. A., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. V. (2016, April). Using Quality Talk to foster transfer of students’ critical-analytic discussions to their argumentative writing. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

Kosh, A. E., Greene, J. A., Murphy, P. K., Burdick, H., Firetto, C. M. (2016, April). Measuring reading comprehension through automated analysis of students’ small-group discussions. Paper presented at the 2016 National Council on Measurement in Education Conference, Washington, D.C.

Wei, L., Murphy, P. K., & Firetto, C. M. (2016, April). Toward an integrated taxonomy of teacher discourse moves in small-group text-based discussions. Roundtable presented at the 2016 American Educational Research Association, Washington, D.C.

Li, M., Firetto, C. M., Murphy, P. K., Greene, J. A., Wei, L., Croninger, R. M. V., & Montalbano, C. (2015, August). Examining the transfer effects of Quality Talk on fourth graders’ written argumentation. Poster presented at 2015 American Psychological Association Convention, Toronto, Canada.

Firetto, C. M., Murphy, P. K., Greene, J. A., Li. M., & Wei, L., (2015, August). Enhancing students’ written argumentation through Quality Talk. Poster presented at 2015 European Association for Research on Learning and Instruction, Limassol, Cyprus.

Wei, L., Murphy, P. K., & Firetto, C. M. (2015, February). Toward an integrated taxonomy of teacher moves in text-based small-group discussions. Paper presented at the Graduate Student Research Symposium at the Pennsylvania State University, State College, PA.

Li, M. (2015, February). Enhancing fourth-grade students’ high-level comprehension: The roles of text genre and text perception. Paper presented at the Graduate Student Research Symposium at the Pennsylvania State University, State College, PA.

Long, V. A., Firetto, C. M., & Murphy, P. K. (2014, August). Transfer effects from small group discussions of text to writing. Poster presented at 2014 American Psychological Association Convention, Washington, D.C.

Murphy, P. K. (2014, July). Promoting learning that endures through Quality Talk. Invited paper given at the 2nd International Workshop on Advanced Learning Sciences, National Taiwan Normal University, Taipei, Taiwan.

Murphy, P. K. (2014, January). Quality Talk in classrooms: Promoting learning that endures. Invited paper given at the annual meeting of the South African Education Association, Clarens, South Africa.

Murphy, P. K. (2013, October). Promoting high-level comprehension through an innovative intervention: Quality Talk. Invited address given at the combined council meeting of the American Educational Research Association, Washington, DC.

Murphy, P. K. (2013, October). Measuring critical-analytic thinking: The elusive search for shared variance in process and product. Invited address presented at the scientific conference on Critical Thinking and Reasoning in Education, College Park, MD.

Murphy, P. K. (2013, August). Talk, text, and transfer: A triumvirate in learning and academic development. Invited address given at the bi-annual meeting of the European Association for Learning and Instruction, Munich, Germany.

Wilkinson, I. A. G. (2011, May). Questions and answers about classroom discussion: The what, why, and how of productive talk about text. In K. Ganske (Chair), Discussions that matter: Fostering critical reading, critical thinking, and critical literacy across the grades. Institute to be presented at the annual convention of the International Reading Association, Orlando, FL.

Reninger, B., Delozier, D., & Wilkinson, I. A. G., (2010, December). Exploring the role of the teacher in scaffolding striving readers’ participation and discourse in discussions about text. Paper presented at the annual meeting of the Literacy Research Association, Fort Worth, TX.

Wilkinson, I. A. G., & Son, E. H. (2010, July). What’s new about research on learning and teaching to comprehend? The fourth wave. Paper presented at the 23rd World Congress on Reading, Auckland, New Zealand.

Tsai, H.-F., & Wilkinson, I. A. G. (2010, May). Why should discussion affect reading comprehension? An analysis of theoretical frameworks. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Wilkinson, I. A. G., Reninger, K. B., & Soter, A. O. (2009, December). Understanding and enhancing talk during discussions about text. In S. E. Scott (Chair), Learning to enact text-based discussions: Improving the quality of talk in classrooms. Symposium presented at the annual meeting of the National Reading Conference, Albuquerque, NM.

Wilkinson, I. A. G., Soter A. O., Murphy, P. K., & Li. J. (2009, August). Quality Talk about text to promote language, thinking, and learning. In P. Warwick (Chair), Understanding, promoting and evaluating dialogue in the classroom. Symposium presented at the thirteenth biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.

Wilkinson, I. A. G. (2009, May). Understanding, evaluating, and promoting Quality Talk about text. Presentation given to Literacy Collaborative University Trainers Annual Meeting, The Ohio State University, Columbus, OH.

Wilkinson, I. A. G. (2009, February). Quality Talk about text to promote high-level reading comprehension. Invited paper presented at the Research Conference of the International Reading Association, Phoenix, AZ.

Murphy, P. K., Wilkinson, I. A. G., & Soter, A. O. (2008, December). Group discussions as a mechanism for promoting high-level comprehension of text. Paper presented at the Benchmark School, Philadelphia, PA.

Wilkinson, I. A. G., Soter, A. O., Murphy, P. K., & Li, J. (2008, March). Promoting high-level comprehension of text through quality talk: A quasi-experimental study. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.


 

Publications

Li, M., Murphy, P. K., Wang, J., Mason, L. H., Firetto, C. M., Wei, L., & Chung, K-S. (2016). Promoting reading comprehension and critical-analytic thinking: A comparison of three approaches with fourth and fifth graders. Contemporary Educational Psychology, 46, 101-115.

Murphy, P. K., Firetto, C. M., Wei, L., Li, M., & Croninger, R. M. V. (2016). What REALLY works: Optimizing classroom discussions to promote comprehension and critical-analytic thinking. Policy Insights from the Behavioral and Brain Sciences, 3, 27-35.

Nelson, K., & Wilkinson, I. A. G. (in preparation). Role of discussion in reading comprehension. In J. A. C. Hattie and E. M. Anderman (Eds.), International handbook of student achievement. NY: Routledge.

Wilkinson, I. A. G., Murphy, P. K., & Soter, A. O. (in preparation). A conceptual framework for classroom discussions about text.

Wilkinson. I. A. G., & Son. E. H. (2011). A dialogic turn in research on learning and teaching to comprehend. In M. L. Kamil, P. D. Pearson, E. Moje, and P. Afflerbach (Eds.), Handbook of reading research, Volume IV (pp. 359-387). NY: Routledge.

Murphy, P. K., Wilkinson, I. A. G., & Soter, A. O. (2011). Instruction based on discussion. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of research on learning and instruction. NY: Routledge.

Reninger, K. B., & Wilkinson, I. A. G. (2010). Using discussion to promote striving readers’ higher level comprehension of literary texts. In J. L. Collins and T. G. Gunning (Eds.), Building struggling students’ higher level literacy: Practical ideas, powerful solutions (pp. 57-83). Newark, DE: International Reading Association. (Available here as a PDF file)

Wilkinson, I. A. G., Reninger, K. B., & Soter, A. O. (2010). Developing a professional development tool for assessing quality talk about text. In R. T. Jimenez, V. J. Risko, D. W. Rowe, and M. Hundley (Eds.), 59th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

Wilkinson, I. A. G., Soter, A. O., & Murphy, P. K. (2010). Developing a model of Quality Talk about literary text. In M. G. McKeown and L. Kucan (Eds.), Bringing reading research to life (pp. 142-169). NY: Guilford Press.

Soter, A. O., Wilkinson, I. A. G., Connors, S., Murphy, P. K. & Shen, V. (2010). Decontructing “aesthetic response” in small-group discussions about literature: A possible solution to the “aesthetic response” dilemma. English Education, 42, 204-225. (Available here as a PDF file)

Wilkinson, I.A.G., & Hye Son, E. (2009). Questioning. In E. M. Anderman and L .H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 723-728). Detroit, MI: Gale/Cengage.

Wilkinson, I.A.G. (2009). Discussion methods. In E. M. Anderman and L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 330-336). Detroit, MI: Gale/Cengage.

Reninger, K. B., & Rehark, L. (2009). Discussions in a fourth-grade classroom: Using exploratory talk to promote children’s dialogic identities. Language Arts, 86, 268-279.

Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N. & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ high-level comprehension of text: A meta-analysis. Journal of Educational Psychology, 101, 740-764. (Available here as a PDF file)

Soter, A. O., Wilkinson, I. A. G., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal Educational Research, 47, 372-391. (Available here as a PDF file)

Soter, A. O., Connors, S., & Rudge, L. (2008). Use of a coding manual when providing a meta-interpretation of internal-validity mechanisms and demographic data used in qualitative research. Journal of Ethnographic and Qualitative Research, 2, 269-280.

Soter. A.O. (2008). Engaging readers: Variations on reader response. In Soter, A. O., Faust, M., & Rogers, T. (Eds.), Interpretive Play: Using critical perspectives to teach young adult literature (pp.33-36). Norwood, MA: Christopher-Gordon Publishers.

Soter, A. O. (2007). The use of discussion as a pedagogical tool in the university context. In Donnermeyer, J. (Ed.), Talking about teaching: Essays by members of The Ohio State University Academy of Teaching (pp. 30-43). Columbus, Ohio. (Available here as a PDF file)

Murphy, P. K. (2007). The eye of the beholder: The interplay of social and cognitive components in change.Educational Psychologist, 42, 41-53.

Shen, F.-Y. (2005). Enabling higher-level thinking processes in ESL reading: An examination of three instructional approaches. In The Proceedings of the 22nd International Conference on English Teaching and Learning in the Republic of China (pp. 249-264). Taipei, Taiwan: Crane Publishing Company. (Available here as a PDF file)

 

 

 

 

 

 

 

 

 

 

 

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