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Joanna P. Williams

Professional Background

Educational Background

A.B., Brown University; Ed.M., Harvard University; M.S., Ph.D., Yale University

Scholarly Interests

Text comprehension. Beginning reading. Students with learning disabilities and other at-risk students.

Selected Publications

Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (In press). Embedding reading comprehension    training in content-area intruction. Journal of Educational Psychology.

Williams, J. P. (2008). Explicit instruction can help primary students learn to comprehend expository text. In C.C. Block & S. Parris (Eds.), Comprehension processes: Research-based best practices, 2nd edition. New York:Guilford Press.

Williams, J. P., Nubla-Kung, A. M., Pollini, S., Stafford, K. B., Garcia, A., & Snyder, A. E. (2007). Teaching cause-effect structure through social studies content to at-risk second graders. Journal of Learning Disabilities, 40, 111-120.

Williams, J. P. (2006). Stories, studies, and suggestions about reading. (Based on SSSR Presidential Address, Toronto, June 2005). Scientific Studies of Reading, 10, 121-142.

Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., De Sisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550.

Williams, J. P., Hall, K.M., & Lauer, K. D. (2004). Teaching expository text structure to young at-risk learners: Building the basics of comprehension instruction. (S. Vaughn & J. P. Williams, Eds.) Exceptionality, 12, 129-144.

Williams, J. P. (2003). Teaching text structure to improve reading comprehension. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 295-305). New York: Guilford.

Williams, J. P., Lauer, K. D., Hall, K. M., Lord, K. M., Gugga, S. S., Bak, S. J., Jacobs, P. R., & deCani, J. S. (2002). Teaching elementary school students to identify story themes. Journal of Educational Psychology, 94, 235-248.

HUDK 4080: Educational psychology

Examines landmark issues in educational psychology, highlighting philosophical underpinnings and empirical evidence, tracing each issue from its roots to contemporary debates and evaluating current educational practice.

HUDK 5090: Psychology of language and reading

Basic theories, empirical findings, and educational applications in the psychology of language and reading: the cognitive processes involved in the perception and production of oral and written language.

HUDK 5091: Applied psycholinguistics

Permission required. Prerequisite: HUDK 5090 or equivalent. Guided research in psycholinguistics with emphasis on studies relating language to cognitive processes, school learning, and social processes.

HUDK 6095: Critical review of current journals in psychology

Limited to candidates in psychology; others by permission. Critical review of current journals in psychology and education, analysis of articles, discussion of general trends in current theoretical and research literature, and guidance in preparing manuscripts for publication in peer-reviewed journals.