Evelyn Ford-Connors

Senior Lecturer
Co-Director of the Durrell Reading and Writing Clinic
Program Director for Literacy & Reading Education

Dr. Evelyn Ford-Connors is a Senior Lecturer in Language and Literacy at Boston University Wheelock College of Education & Human Development. She is also the C0-Director of the Donald D. Durrell Reading and Writing Clinic where she works closely with reading teachers to address the learning needs of struggling readers and writers in grades 1 through 12 and supervises the clinical practicum experiences of Wheelock graduate students who are preparing for licensure as Reading Specialists.

Evelyn’s primary research interests focus on the instructional needs of struggling readers and writers, and she often collaborates with teachers to help refine instruction and promote students’ literacy learning. Evelyn is currently completing a series of studies, in partnership with other faculty at BU and the University of Wyoming, to examine teacher-coach discourse and teachers’ self-reflection during literacy coaching sessions.

Watch Evelyn describe the Durrell Reading and Writing Clinic program here.

Ed.D. Boston University: Literacy, Language, and Cultural Studies

M.Ed. Boston University: Literacy and Language

B.A. Albion College: Sociology and Spanish

SED LS 763, Field Experience: Clinical Interventions

SED LS 738, Clinical Assessment Practicum

SED LS 734, Pre-practicum Teacher of Reading

SED LS 690, Contexts for Literacy: Spoken and Written Discourse in the Classroom

SED LR 551, Reading Development, Assessment, and Instruction in the Elementary School

SED LR 503, Literacy Assessment

SED LW 736, Teaching Writing in Elementary, Middle, and Secondary Schools

SED EM 523, A Comprehensive Look at Literature for Children, K-8

SED ED 201, Tutoring Struggling Readers and Writer: Understanding and Supporting Reading and Writing Development

Book

Robertson, D.A., Ford-Connors, E., & Dougherty, S. (2017).  Engaging readers: Supporting all students in knowledge-driven reading, grades 4-8.  Lanham, MD: Rowman & Littlefield.

 

Refereed Articles

Leighton, C. & Ford-Connors, E., Wyatt, J., & Proctor, P. (2019). Engaging second grade English Learners in complex texts, topics, and tasks. Literacy Research and Instruction. DOI: 10.1080/19388071.2019.1638473

Robertson, D.A., Ford-Connors, E., Frahm, T., Bock, K. P., Paratore, J.R. (2019). Unpacking productive coaching interactions: Identifying coaching approaches that support instructional uptake. Professional Development in Education. DOI: 10.1080/19415257.2019.1634628

Ford-Connors, E., Dougherty, S., Robertson, D., & Paratore, J.R. (2015).  Mediating complex texts for the upper grades: Motivation and engagement, intensity, and cognitive challenge.  Journal of Adult and Adolescent Literacy, 58(8) 648-657. doi: 10.1002 /jaal.418

Ford-Connors, E. & Paratore, J.R. (2015). Vocabulary instruction in fifth-grade and beyond: Sources of word learning and productive contexts for development. Review of Educational Research, 85(1), 50-91.doi: 10.3102/0034654314540943

Ford-Connors, E. & Robertson, D.A. (2017). What do I say next? Using the third turn to build productive instructional conversations. Journal of Adolescent & Adult Literacy.

Ford-Connors, E., Robertson, D., & Paratore, J.R. (2016). Classroom talk as (in) formative assessment. Voices from the Middle, 23(3), 50-57.

Robertson, D.A., Dougherty, S., Ford-Connors, E. & Paratore, J.R. (2014). Re-Envisioning Instruction: Mediating complex text for older readers. The Reading Teacher, 67(7), 545-557.

Robertson, D.A, Ford-Connors, E. & Paratore, J.R. (2014). Coaching teacher talk during vocabulary and comprehension strategy instruction. Language Arts, 91(6), 416-428.

 

Recent Invited Chapters

Ford-Connors, E. & O’Connor, M.C. (2019).  Classroom conversations as support for vocabulary learning: Examining teacher talk as input for student learning. In V. Grover, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an educationally-informed theory of language learning. Cambridge, UK: Cambridge University Press. DOI: 10.1017/9781316718537.013

Ford-Connors, E., Robertson, D. A., Leighton, C., Paratore, J. R., Proctor, C. P., & Carney, M. (2015). Comprehension instruction within the context of Common Core Standards. In S. R. Parris & K. Headley (Eds.), pp. 105-122.  Comprehension Instruction: Research Based Best Practices, 3rd edition. New York, NY: Guilford Press.

Recent Paper Presentations

Leighton, C.M. & Ford-Connors, E.  Helping Students Find Their Voices: Teacher Talk that Supports Young Emergent Bilinguals’ Participation in Exploratory Discourse.  Paper presented at Annual Conference of the Literacy Research Association, Indian Wells, CA, December 2018.

Robertson, D. A., Padesky, L. B., Ford-Connors, E., & Paratore, J. Coaching is Relational: Reflections on the Direction of Coaching Literacy Research.  Paper presented at Annual Conference of the Literacy Research Association, Indian Wells, CA, December 2018.

Robertson, D.A., Ford-Connors, E., Paratore, J., Frahm, T., & Paratore Bock, K., An examination of coaching discourse and its associations to teachers’ reflective statements and uptake of instructional ideas. Paper presented at Annual Conference of the Literacy Research Association, Tampa, FL, December 2017.

Robertson, D.A., Ford-Connors, E., Paratore, J., Frahm, T., & Paratore Bock, K., Literacy Coaching: Analyzing complexities in practice and research,  Paper presented at Annual Conference of the Literacy Research Association, Nashville, TN, December 2016

Robertson, D.A., Ford-Connors, E., Paratore, J., Fraham, T., & Lombardi, C. Literacy Coaching: Analyzing complexities in practice and research,  Paper presented at Annual Conference of the Literacy Research Association, Carlsbad, CA, December 2015.

Proctor, P., Ossa Parra, M., Wagner, C., Robertson, D.A., Leighton, C., Paratore, J., & Ford-Connors, E.  How does professional development affect teachers’ instruction? An exploratory analysis.  Paper presented at Annual Conference of the Literacy Research Association, Carlsbad, CA, December 2015.

O’Brien, L.M., Leighton, C., Paratore, J., Ford-Connors, E., & Robertson, D.A.  Exploring relations between classroom talk and young ELLs’ disciplinary learning. Paper presented at Annual Conference of the Literacy Research Association, Carlsbad, CA, December 2015.

Ford-Connors, E., Robertson, D., Paratore, J., Lombardi, C., Sanders, A., Frahm, T., Reaves, M., & Kamberelis, G. A tale of four (not five!) coaches: Investigating dialogic interactions associated with critical self-reflection occurring as literacy coaches and specialists-in-training discuss instruction.  Paper presented at Annual Conference of the Literacy Research Association, Marco Island, FL, December 2014.

Frankel, K., Jimenez, L., & Ford-Connors, E. Examining students’ literacy progress in a university-based reading clinic.  Paper presented at Round Table Session of the Annual Conference of the Literacy Research Association, Marco Island, FL, December 2014.

 

Recent Workshops, Symposia, and Other Presentations

Reinhart, K. & Ford-Connors, E.  Differentiated Coaching. Presentation and Workshop. Annual Conference of the Massachusetts Reading Association, Quincy, MA, April 2018.

Leighton, C. & Ford-Connors, E. Engaging second-grade ELs in complex texts, topics, and tasks. Symposium.  Annual Conference of the Literacy Research Association. Tampa, FL, December 2017.

Bolt, M., Rodriguez, C., Wyatt, J., Leighton, C., Wagner, C., Paratore, J., Ford-Connors, E., & Robertson, D. Can we talk? Dialogic Reasoning as a pathway to young children’s development of language and world knowledge with the ELICIT Project. Pre-Conference Symposium. Annual Conference of the International Literacy Association, Boston, MA, July 2016.

Dougherty, S., Ford-Connors, E., Robertson, D., Upping the Ante: Mediating grade level and disciplinary text for upper elementary and middle grade struggling readers. Symposium. Annual Conference of the International Reading Association, New Orleans, LA, May 2014.

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