Contact Information
Phone:  617-353-3285
E-mail:  jparator@bu.edu

Educational History

  • Ed.D., Reading and Language Boston University
  • M.Ed., Reading Education University of New Hampshire, Durham
  • B.S., Elementary Education & Sociology Syracuse University

Profile

Jeanne R. Paratore is currently Professor of Education and Coordinator of the Reading Education and Literacy Education programs at Boston University. She directs the university-based reading and writing clinic that provides year-round academic support to school-aged children who are experiencing learning difficulties and she serves as advisor to the Intergenerational Literacy Program, a family literacy program she founded in 1989 to support the English literacy learning of immigrant parents and their children. She is a former classroom teacher, reading specialist, and Title I director. She has conducted research and written widely on issues related to family literacy, classroom grouping practices, and interventions for struggling readers, and she is currently studying preparing teachers to use educational media and technology in ways that substantially advance children’s opportunities to learn. She served as co-curriculum director of the award-winning children’s television series, Between the Lions. Dr. Paratore is the recipient of the International Reading Association’s Celebrate Literacy Award and of the New England Reading Association’s Lifetime Achievement Award. She is a former member of the International Reading Association’s Board of Directors, and she is active in professional associations, presently as a member of the International Reading Association’s Response to Intervention Commission. She is a frequent speaker on literacy instruction and has presented at local, national, and international conferences as well as in school districts throughout the United States.

Courses Taught

  • SED LS790  Seminar in Literacy Assessment
  • SED RS750  Advanced Research Design
  • SED LR735  Practicum: Clinical Assessment and Instruction in Reading and Writing
  • SED LR501  Teaching of Reading

Selected Publications

  • Paratore, Jeanne R., and Susan Dougherty. “Home Differences and Reading Difficulty.” Handbook of Reading Disability Research. New York: Routledge, 2011. 93-109.
  • Paratore, J., R., Krol-Sinclair, B., Paez, M., & Paratore-Bock, K. (2010). Best practices for supporting learning in families for whom English is an additional language. In G. Li & P. Edwards (Eds.), Best practices in ELL instruction (pp. 299-327). NY: Guilford Publications.
  • Concha, Soledad, and Jeanne R. Paratore. “Local Coherence in Persuasive Writing: An Exploration of Chilean Students’ Metalinguistic Knowledge, Writing Process, and Writing Products.” Written Communication (2010): 34-69. Web
  • Paratore, J. R. , & Indrisano, R. (1997). Change Through Collaboration: The Boston University-Chelsea Public Schools Partnership in Literacy, In J. E. Flood, et al.. Handbook of Research on Teaching Literacy through the Communicative and Visual Arts. New York : MacMillan , 668-676.
  • Paratore, J. R., & McCormack, R. L. (Eds.) (2007). Classroom Literacy Assessment: Making Sense of What Students Know and Do. NY: Guilford Press.
  • McCormack, R. L., Pearson, P. D., & Paratore, J. R. (2007). Developing an Individual Educational Plan: What Counts as Evidence? In J. R. Paratore and R. L. McCormack (Eds.), Classroom Literacy Assessment: Making Sense of What Students Know and Do. NY: Guilford Press.
  • Fahey, K., Lawrence, J., & Paratore, J. R. (2007). Using electronic portfolios to make learning public. Journal of Adolescent and Adult Literacy.
  • Paratore, J. R., Krol-Sinclair, B., Chacon, A., Concha, S. (2005). Writing in Immigrant Families: When I write about my life my heart is relaxed. In R. Indrisano, & J. R. Paratore (Eds.), Learning to write, Writing to learn: Theory and research in practice (pp.97-119). Newark, DE: International Reading Association.
  • Paratore, J. R. (2005). Family and Community Involvement in Children’s Reading and Literacy Development: A Response to Steven Sheldon and Joyce Epstein. In J. Flood & P.Anders (Eds.), Closing the achievement gap in urban schools: Setting the research agenda (pp.139-150). Newark, DE: International Reading Association.
  • Paratore, J. R., & McCormack, R. L. (2005) Teaching second-grade literacy. New York: Guilford Press.
  • Indrisano, R., & Paratore, J. R. (Eds.). (2005). Learning to write, Writing to Learn: Theory and research in practice. Newark, DE: International Reading Association.
  • Paratore, J. R., McCormack, R. L. (2004). Honoring children’s reading rights: Accounting for success in one urban first-grade classroom. In D. Lapp & J. Flood (Eds.), Effective instruction in urban schools (pp. 255-268 ). NY: Guilford Press.
  • McCormack, R. L., & Paratore, J. R. (Eds.) (2003). After early intervention , then what? Teaching struggling readers in grades three and beyond. Newark, DE: International Reading Association. (This text was selected for “cobranding” and has been republished with a new cover and a new copyright (2005) by Merrill Education/International Reading Association.)
  • Paratore, J. R. (2003). Children’s right to classrooms that optimize learning opportunities. In P. A. Mason & Jeanne S. Schum (Eds.), Promising practices for urban reading instruction (pp. 472-478). Newark, DE: International Reading Association.
  • McCormack, R. L., Paratore, J. R. , & Dahlene, K. (2003). Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers. In R. L. McCormack & J. R. Paratore (Eds.), After early intervention, then what: Teaching struggling readers in grades three and beyond (pp. 117-136). Newark, DE: International Reading Association.
  • Paratore, J. R. (2003). Building on Family Literacies: Examining the past and planning the future. In A. DeBruin, & B. Krol-Sinclair, (Eds.), Family literacy: From theory to practice (pp. 8-27). Newark, DE: International Reading Association.
  • Paratore, J. R. , Melzi,G., & Krol-Sinclair, B. (2003). Learning about the Literate Lives of Latino Parents. In D. Barone and L. M. Morrow (Eds.), Research-Based Practice in Early Literacy New York : Guilford Press , 101-120.
  • Paratore, J. R. , & Krol-Sinclair, B. (2003). Have You Considered: Planning Interventions That Both Honor and Extend Existing Family Literacy Practices. The California Reader, 36, , 66-73.
  • Yaden, D., B. & Paratore, J. R. (2002). Family literacy at the turn of the millenium: The costly future of maintaining the status quo. In J. E. Flood, D. Lapp, J. Jensen, and J. Squire (Eds.), Research in English and the Language Arts (pp. 532-545). Mahweh, NJ: Erlbaum.
  • Paratore, J. R., & Indrisano, R. (2002). Grouping for instruction in literacy. In J. E. Flood, D. Lapp, J. Jensen, and J. Squire (Eds.), Research in English and the Language Arts (pp. 566-572). Mahweh, NJ: Erlbaum.
  • Paratore, J. R. (2002). Home and school together: Helping beginning readers succeed. In S. J. Samuels and A. Farstrup, What research has to say about reading instruction (pp. 48-68). Newark, DE: International Reading Association.
  • Paratore, J. R. (2001). Opening doors, opening opportunities: Family literacy in an urban community. Needham Heights, MA: Allyn and Bacon.
  • Paratore, J. R. , Melzi, G., & Krol-Sinclair, B. (2000). Reading and Writing in the Daily Lives of Mothers Who Participate in a Family Literacy Program. National Reading Conference Yearbook, 49 , 178-193.
  • Jackson, J. B., Paratore, J. R., Chard, D., & Garnick, S. (1999). An early intervention supporting the literacy learning of children experiencing substantial difficulty. Learning Disabilities Research and Practice, 14, 254-267.
  • Paratore, J. R. , Hindin, A., Krol-Sinclair, B., Durán, P. (1999). Discourse Between Teachers and Latino Parents During Conferences Based on Home Literacy Portfolios. Urban Education and Society , 58-82.
  • Paratore, J. R., Melzi, G., & Krol-Sinclair, B. (1999). What should we expect of family literacy: Home and school literacy experiences of Latino children whose parents participate in an intergenerational literacy project. Newark, DE: International Reading Association.
  • Paratore, J.R., Krol-Sinclair, B., Homza, A., Lewis-Barrows, T., Melzi, G., Sturgis, R., & Haynes, H. (1995). Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios. Research in the Teaching of English, 29 , 367-389.
  • Paratore, J. R., & Turpie, J. (1995). Using Repeated Readings to Promote Reading Success in a Heterogeneously Grouped First Grade. Perspectives on Literacy Research and Practice, Forty-Fourth Yearbook of the National Reading Conference Chicago, IL : National Reading Conference , 255-264.
  • Paratore, J. R., & Indrisano, R. (1994). Changing Classroom Instruction in Literacy. Journal of Education, 176 , 49-66.
  • Paratore, J. R. (1993). Influence of an Intergenerational Approach to Literacy on the Practice of Literacy of Parents and Their Children. Examining Central Issues in Literacy, Research, Theory, and Practice. Forty Second Yearbook of the National Reading Conference Chicago, IL : National Reading Conference , 83-91.
  • Paratore, J. R., & Morrow, L. M. (1993). Perspectives on Family Literacy. The Reading Teacher, 47 , 21-26.
  • Paratore, J. R. (1991). Flexible Grouping: How and Why. Needham, MA : Silber Burdett and Ginn.
  • Paratore, J. R., & , Indrisano, R. (1987). Intervention Assessment in Reading Comprehension. The Reading Teacher, 40 , 778-783.
  • Paratore, J. R. (1987). Effective Teaching of Reading: An Instructional Framework. Lexington, MA : Silver Burdett and Ginn.
  • Paratore, J. R. (2004). Grouping for Instruction in Literacy: What We’ve Learned About What’s Working and What’s Not. The California Reader, 33 , 2-10.

Selected Presentations

  • Teaching Adolescents to Read and Write: Fundamental Teaching Principles
  • Differentiating Instruction in Literacy: Making Decisions About Texts, Tasks, and Contexts
  • Optimizing Children’s Opportunities to Achieve in Literacy
  • Teaching Children to Become Strategic Readers
  • Implementing Classroom-Based Assessment
  • Parents and Teachers Learning Together: Ways to Exchange Information about School and Family Literacies
  • Motivating Comprehension, Fluency, and Vocabulary Development in Struggling Readers: Examining One Intervention Model
  • Using Evidence-based Practices to Improve Literacy Instruction: Learning from Excellent Teachers
  • Long-term Effects of a Family Literacy Program on the School Experience of Children

Selected Media Productions

  • Jeanne R. Paratore,  (2005). Teaching Reading K-2 Workshops. Boston, MA: WGBH Public Television/Annenberg Foundation.
  • Jeanne R. Paratore,  (2005). Teaching Reading 3-5: Creating the Classroom Learning Context. Boston, MA: WGBH Public Television and Annenberg Foundation.

Selected Professional Memberships

  • International Reading Association
  • National Reading Conference
  • American Educational Research Association
  • Massachusetts Reading Association
  • Massachusetts Association of College and University Educators
  • National Scoiety for the Study of Education
  • National Conference of Researchers in English
  • National Council of Teachers of English
  • Northshore Reading Council
  • Greater Boston Reading Coiuncil
  • New England Reading Association
  • Phi Delta Kappa

Selected Awards/Honors/Special Recognition

  • Statewide Literacy Award
  • Literacy Award
  • Literacy Award, to honor the Intergerational Literacy Project

Advising

  • Advisor
  • Advisory Board Member

Undergraduate Students

Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

Graduate Students

Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.