Evelyn Ford-Connors

Selected Publications

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.

Selected Articles:
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, 61(2), 131-139.

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

Leighton, C.M., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2021): Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse. Reading Psychology, DOI: 10.1080/02702711.2021.1888354

Leighton, C.M., Ford-Connors, E., Robertson, D.A., Wyatt, J., Wagner, C.J., Proctor, C.P. &
Paratore, J.R. (2018). “Let’s FaceTime tonight:” Using digital tools to enhance coaching.
The Reading Teacher, 72(1), 39-49. DOI:10.1002/trtr.1676

Leighton, C. M.& Ford-Connors, E., Wyatt, J., & Proctor, P. (2019). Engaging second grade
English Learners in complex texts, topics, and tasks. Literacy Research and Instruction
58(4), 272-294. DOI: 10.1080/19388071.2019.1638473

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., Frahm, T., Bock, K. P., Paratore, J.R. (2019).
Unpacking productive coaching interactions: Identifying coaching approaches that support instructional uptake. Professional Development in Education, 46(3), 405-423.
DOI: 10.1080/19415257.2019.1634628

Robertson, D.A., Padesky, L.B., Ford-Connors, E., & Paratore, J.R. (2020). What does it mean to say coaching is relational? Journal of Literacy Research. DOI: 10.1177/1086296X19896632

Selected 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.), pp. 135-146. Learning through Language: Towards an educationally-informed theory of language learning. Cambridge, UK: Cambridge University Press.

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.

Robertson, D.A., Ford-Connors, E., Dougherty, S., & Paratore, J.R. (2020). Re-
Conceptualizing Literacy Instruction to Accelerate. In E. Ortlieb (Ed). What’s Hot in Literacy: Exemplar Models of Effective Practice, Vol. 11, 141-157. Emerald Group Publishing, Ltd.