Jeanne R. Paratore
Professor Emerita
Dr. Jeanne R. Paratore is professor emerita at Boston University Wheelock College of Education & Human Development. Previously, she served as professor of education and coordinator of the Reading Education and Literacy Education programs at Boston University. She also directed the university-based reading and writing clinic that provides year-round academic support to school-aged children who are experiencing learning difficulties and she served 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.
A former classroom teacher, reading specialist, and Title I director, Dr. Paratore 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. 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.
Education
EdD, Reading & Language, Boston University
MEd, Reading Education, University of New Hampshire, Durham
BS, Elementary Education & Sociology, Syracuse University
Selected Publications
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
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.
Indrisano, R., & Paratore, J. R. (Eds.). (2005). Learning to Write, Writing to Learn: Theory and research in practice. Newark, DE: International Reading Association.
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.
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.
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 millennium: 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.