Research
Integrated reading and writing research and its direct application to classroom practice.
Dissertation
A Design-Based Experiment Integrating Reading and Writing in a First-Year College Composition Class
Using a mixed methods design intervention tested in an authentic classroom environment, this research investigates students' use of integrated reading and writing and its implications for practice. The dissertation has been approved by the committee chair and reviewed by the co-chair, currently in its final stages of revision.
The research has had a direct impact on how I integrate reading and writing practices in my courses at WSCC — from the synthesis matrix activities in ENG112 to the post-write reflections in ENG111. Expected degree completion: May 2026.
Committee: Dr. Grant Miller (Co-Chair), Dr. Heidi Bacon (Co-Chair), Dr. John McIntyre, Dr. Brad Colwell, Dr. Enrique PazSouthern Illinois University Carbondale · School of Education
Application to Practice
My research directly informs my teaching. Key applications include:
Integrated Reading & Writing: Students engage with reading as a composing practice — using annotation, synthesis matrices, and post-write reflections to connect reading comprehension with writing development.
MARSI-R Assessment: Using the Metacognitive Awareness of Reading Strategies Inventory to measure students' perceived use of reading strategies, informing iterative course design improvements.
Design-Based Research: Each semester serves as an iteration of the research design, allowing responsive adjustments based on student data and classroom observations.
Conference Presentations
Community Writing Conference (CWC), 2025: Presented on "Facilitating Writing Experiences Strategically," discussing embedding writing coaches, graphic organizers, and presentation-based learning.
CWC, 2023: Attended with division colleagues, sharing the intent to create community-bridging writing initiatives.
Teaching and Learning Summit: Presented on the use of portfolios and post-writes as opportunities for metacognitive thinking and reading/writing integration.
Future: Plan to present dissertation results at the 2026 College Reading and Learning Association (CRLA) conference.
Supporting Documents
Dissertation Abstract
Abstract and overview of the design-based experiment integrating reading and writing.
MARSI-R Reading Strategy Data
Summary of student perceived use of reading strategies across ENG111 sections (2024–2025).
Conference Presentations
Materials from CWC 2025 and faculty sharing sessions at WSCC.