Curriculum & Teaching

Assistant Professor of Literacy Education

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Educational Background

Ed.D. Reading/Writing/Literacy, University of Pennsylvania

M.A. Early Childhood and Elementary Education with a Bilingual Specialization, New York University School of Education

B.A. Latin American Studies, New York University

Stuyvesant High School

Scholarly Interests

Young children's writing; critical literacies; multilingualism and immigrant identities; children's literature; university-school partnerships.

Selected Publications

Ghiso, M. P. (in preparation). Playing with/through nonfiction texts: Young children authoring their relationships with history. Journal of Early Childhood Literacy.

Guest editor (with T. Spencer). (2010, Dec.). Special edition: Early literacy in contested spaces [tentative title]. Contemporary Issues in Early Childhood.

Spencer, T. G., Falchi, L., & Ghiso, M. P. (forthcoming). Linguistically diverse children and educators (re)forming early literacy policy.  Early Childhood Education Journal.

Ghiso, M. P. (forthcoming). “Writing that matters”: Collaborative inquiry and authoring practices in a first grade class. Language Arts.

Ghiso, M. P. (2010). Peer and teacher talk in a first grade writing community: Constructing multiple possibilities for authorship. National Reading Conference Yearbook. 

Campano, G. & Ghiso, M. P. (2010). Immigrant students as cosmopolitan intellectuals. In P. Coates, P. Enciso, C. Jenkins, & S. Wolf (Eds.), Handbook on Research on Children’s and Young Adult Literature (pp. 164-176). NJ: Lawrence Erlbaum.

McGuire, C., Belfatti, M., & Ghiso, M. P. (2008). “It doesn’t say how?”:  Third graders’ collaborative sense making from postmodern picturebooks.  In Pantaleo, S. & Sipe, L.R. (Eds.), Postmodern picturebooks: Play, parody, and self-referentiality (pp. 193-206). New York: Routledge.

Ghiso, M. P. & McGuire, C. E. (2007). "I talk them through it": Teacher mediation of picturebooks with sparse verbal text during whole-class readalouds. Reading Research and Instruction, 46(4), 341-362.

Ghiso, M. P. (2006). How do you ensure that ELLs can read and write in all content areas?  In E. Hamayan and R. Freeman (Eds.), English language learners at school: A guide for administrators.  Philadelphia: Caslon Publishing.

Sipe, L. R. & Ghiso, M. P. (2005). Looking closely at characters: How illustrations support children’s understandings of character through picturebook illustrations. In N. Roser & M. Martinez (Eds.), What a character!  Character Study as a Guide to Literary Meaning Making in Grades K-8 (pp. 134-153). Newark, DE:  International Reading Association.

Sipe, L. R. & Ghiso, M. P. (2004). Constructing conceptual categories in classroom descriptive research:  Some problems and possibilities. Anthropology in Education Quarterly, 35(4), 472-485.

Ghiso, M. P. (2004). La Clase Mágica: Imagining optimal possibilities in a bilingual community of learners (book review). Bilingual Research Journal, 28(1), 135-7.