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San Diego State University

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Nancy Frey, Professor of Literacy

E-mail: nfrey@mail.sdsu.edu
Office  EBA-217
Phone  4-3355

Professional Biography

Nancy Frey, Ph.D., is a Professor of Literacy in the School of Teacher Education at San Diego State University. She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference, as well as a co-recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. In addition to publishing with her colleague, Doug Fisher, she teaches a variety of courses in SDSU’s teacher-credentialing and reading specialist programs on elementary and secondary reading instruction, literacy in content areas, and supporting students with diverse learning needs. Nancy is a credentialed special educator and reading specialist in California.


Education (degrees earned)

Ph.D.    Claremont Graduate University/San Diego State University
    Major: Education
    Emphasis: Reading/Language Arts
    Granted: January 2003
M.A.    San Diego State University
    Major: Curriculum and Instruction
    Emphasis: Reading/Language Arts
    Granted: August 1999
B.A.E.    Florida Atlantic University
    Major: Special Education
    Granted: August 1993


Professional leadership activities and honors


Journal Editor, Voices from the Middle, [Middle school journal of the National Council of Teachers of English], 2010-2013. [with Doug Fisher and Diane Lapp]
Early Career Achievement Award, National Reading Conference, 2008
Kate and Paul Farmer Award for Outstanding Writing. National Council of Teachers of English, 2004 (co-recipient with Doug Fisher)
Christa McAuliffe Award for Excellence in Teacher Education, American Association of State Colleges and Universities, 2003 (co-recipient with Nancy Farnan and Douglas Fisher)
Robert Gaylord-Ross Memorial Scholar Award, Cal-TASH, 2001
Articles in Refereed Journals
Fisher, D., Frey, N., & Lapp, D. (in press). Building and activating middle-scholars’ background knowledge: It’s what you already know that counts. Middle School Journal,
Fisher, D., & Frey, N. (in press). Implementing RtI in a high school: A case study. Journal of Learning Disabilities,
Fisher, D., & Frey, N. (2011). Formative assessments in high school. Better: Evidence-based Education, 3(3), 6-7.
Fisher, D., Lapp, D., & Frey, N. (2011). Homework in secondary classrooms: Making it relevant and respectful. Journal of Adolescent and Adult Literacy, 55(1), 71-74.
Fisher, D., & Frey, N. (2011).  Feed up, feedback, and feed forward: How one teacher assesses her kindergarteners during a unit on conservation.  Science and Children, 48(9), 26-30.
Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle level educators to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46(3), 231-243.
Frey, N., & Fisher, D. (2011). Structuring the talk: Ensuring academic conversations matter. Clearing House, 84(1), 15-20.
Fisher, D., Frey, N., & Lapp, D. (2011). Focusing on the participation and engagement gap: A case study  on closing the achievement gap. Journal of Education of Students Placed at Risk, 16(1), 56-64.
Frey, N., Nelson, J., & Fisher, D. (2010). Lessons scooped from the melting pot: California district increases achievement through English language development. Journal of Staff Development, 31(5), 24-28.
Fisher, D., & Frey, N. (2010). Unpacking the purpose: Vocabulary, structure, and function. TESOL Journal, 1(3), 315-337. [DOI: 10.5054/tj.2010.227607]
Frey, N., & Fisher, D. (2010). Motivation requires a meaningful task. English Journal, 30-36.
Frey, N., & Fisher, D. (2010). Identifying instructional moves during guided instruction. The Reading Teacher, 64(2), 84-95. [DOI:10.1598/RT.64.2.1]
Fisher, D., Frey, N., & Lapp, D.  (2010). Real time teaching: Responding when students don’t get it. Journal of Adolescent and Adult Literacy, 54(1), 57-60.
Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, 38, 103-110.
Fisher, D., & Frey, N. (2010). Defining quality instruction: A necessary component of school improvement. The Australian Educational Leader, 32(1), 9-12.
Frey, N., & Fisher, D. (2010). Graphic novels: Composing with sequential art in English and history. New England Reading Association Journal, 45(2), 9-15.
Fisher, D., & Frey, N. (2009). Feed up, back, forward. Educational Leadership, 67(3), 20-25.
Ross, D., Fisher, D., & Frey, N. (2009). The art of argumentation. Science and Children, 47(3), 28-31.
Ross, D., & Frey, N. (2009). Learners need purposeful and interactive instruction. Journal of Adolescent and Adult Literacy, 53(1), 75-78.
Frey, N., & Fisher, D. (2009). Using common formative assessments as a source for professional development in an urban American elementary school. Teaching and Teacher Education, 25(5), 674-680.
Fisher, D., Everlove, S., & Frey, N. (2009). Not just another literacy meeting. Principal Leadership, 9(9), 40-43.
Frey, N., Fisher, D., & Moore, K. (2009). Literacy letters: Comparative literature and formative assessment.  ALAN Review, 36(2), 27-33.
Grant, M., Fisher, D., & Frey, N. (2009). Science literacy is > strategies. Clearinghouse, 82(4), 183-186.
Frey, N., & Fisher, D. (2009). The release of learning. Principal Leadership, 9(6), 18-22.
Fisher, D., Frey, N., & Lapp, D. (2009). Meeting AYP in a high-need school: A formative experiment. Journal of Adolescent and Adult Literacy. 52(5), 386-396.
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making “responsibility” possible. English Journal, 98(2), 40-45.

Fisher, D., & Frey, N. (2008). Student and teacher perspectives on the usefulness of content literacy strategies. Literacy Research and Instruction, 47(4), 246-263.
Fisher, D., & Frey, N. (2008). Releasing responsibility. Educational Leadership, 66(3), 32-37.
Lapp, D., Frey, N., Fisher, D., Moore, K., & Cappello, M.  (2008). Literacy methods courses online: Comparing student understanding and application. The Reading Professor, 30(1), 34-38.
Frey, N., & Fisher, D. (2008). Doing the right thing with technology. English Journal, 97(6), 38-42.
Fisher, D., & Frey, N. (2008). What does it take to create skilled readers? Facilitating the transfer and application of literacy strategies. Voices in the Middle, 15(4), 16-22.
Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings, modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher. 61(7), 548-556.
Frey, N., & Fisher, D. (2008). The underappreciated role of humiliation in learning. Middle School Journal, 39(3), 4-12.
Fisher, D., Grant, M., Frey, N., & Johnson, C. (2007). Taking formative assessments schoolwide. Educational Leadership, 65(4), 64-68.
Fisher, D., & Frey, N. (2007). A tale of two middle schools: The difference in structure and instruction. Journal of Adolescent and Adult Literacy, 51,  204-211.
Fisher, D., & Frey, N. (2007). Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school. The Reading Teacher, 61, 32-43.
Frey, N. (2006). “We can’t afford to rest on our laurels”: Creating a district-wide literacy plan in a rapid growth district. NAASP Bulletin, 90(1), 37-48.

Dr. Nancy Frey