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Barbara Moss, Ph.D., Professor
E-mail:bmoss@mail.sdsu.edu
Office EBA 215B
Phone 594-3788

Professional Biography

 Barbara Moss is a professor of literacy education in the School of Teacher Education at San Diego State University. She has taught reading, language arts or English at every grade level from first through twelfth. Her areas of research interest focus on literacy instruction related to 1) disciplinary literacy, especially the teaching of informational texts K-12; 2)using children’s literature in the classroom and 3) literacy coaching. She is interested in ways that teachers can work effectively with struggling readers in urban settings. Her research has centered on ways that teachers can use informational texts to motivate reading. She has also examined the use of a variety of strategies, particularly retellings, as means for improving English learners’ understanding of content in social studies and science. She is currently involved in exploring how teachers can best address the demands of the new Common Core State Standards as related to disciplinary literacy. In addition, she had conducted studies exploring best practices related to literacy coaching at the secondary level.

 She teaches courses at the credential and masters level and also serves as an advisor to doctoral students. She served as the literacy cohort advisory for the SDSU-USD doctoral program for four years. She has directed more than 20 doctoral dissertations. She has authored, coauthored, and edited numerous books, articles, and columns. Selected recently published books include Thirty Five Strategies for Guiding Readers through Informational Texts (Guilford Press), Creating Lifelong Readers through Independent Reading (International Reading Association) and Teaching New Literacies in Grades 4-6: Resources for 21st Century Classrooms (Guilford Press). She is also the column editor for the Young Adult Literature column in Voices from the Middle, a publication of the National Council of Teachers of English.      
              

She has served the International Reading Association as a local council president, as an associate editor of The Reading Teacher, editor of The Ohio Reading Teacher, and as a member of the editorial board for The California Reader. She serves as the SDSU representative to the CSU Center for the Advancement of Reading and as a member of the San Diego County Office of Education Language Arts Advisory Board. She presently works as a literacy coach at an urban San Diego high school, where she helps classroom teachers infuse disciplinary literacy into their classrooms.

Personal Information

I grew up in Ohio where I was a classroom teacher and reading supervisor for twenty years. I am a proud graduate of The Ohio State University, where I completed my undergraduate degree. I enjoy Pilates and running and have traveled extensively throughout the world. I love  reading and writing, movies, summer Shakespeare at the Old Globe, and exploring my neighborhood.  Even after many years in education I continue to learn every day and am passionate about teaching and learning.

 Education (degrees earned)

Ph.D. Kent State University, Kent, OH Curriculum and Instruction (Reading Education)
M. Ed. Kent State University, Kent, OH Curriculum and Instruction (Reading)
B. S.  The Ohio State University, Columbus, OH (English Education) summa cum laude
6.    Professional leadership activities and honors
Editorial Board, California Reader
Editorial Board, Reading and Writing Quarterly
Column Editor, Young Adult Literature, Voices from the Middle
Faculty Research Award, The University of Akron
International Reading Association Elva Knight Grant Award Winner

Selected Grants History

Reading Institute for Academic Preparation. California State University Chancellor’s Office. Amount:  $75,000.
Preparing for a successful entry year: A preservice/inservice model. Ohio Department of Education Goals 2000 Grant. Amount: $100,000.    
Quality assurance for tomorrow’s teachers: A paradigm shift second continuation grant. Ohio Department of Education Goals 2000 Grant. Amount: $90,000.
An ethnographic examination of sixth graders’ responses to nonfiction trade books.  International Reading Association Elva M. Knight Research Grant. $5,000.
Quality assurance for tomorrow’s teachers: A paradigm shift continuation grant. Ohio Department of Education Goals 2000 Grant. Amount: $440,000.  
Transforming teaching and teacher education: A professional development school model for the Twenty First Century. Ohio Department of Education Goals 2000 Grant. Amount: $231,000.
Language arts staff development proposal. Grant funded by the East Regional Professional Development Center. Amount:  $70,000.

Selected publications

Books

        
Cappello, M., & Moss, B. (Eds.) (2010). Contemporary readings in literacy education. New York: Sage.
     
Moss, B. & Lapp, D. (Eds.) (2010) Teaching new literacies in grades K-3: Resources for 21st Century classrooms.. New York: Guilford Press.  

Moss, B., & Lapp, D. (Eds.) (2010). Teaching new literacies in grades 4-6: Resources for 21st Century classrooms. New York: Guilford.

Moss, B., & Loh, V. (2010). Thirty five strategies for teaching information texts. New York: Guilford

Moss, B., & Young, T. (2010). Creating lifelong readers through independent reading. Newark, DE: International Reading Association
Book Chapters    

                 
Moss, B., & Kane, C. (2011). Using multicultural mentor texts to teach writing In Smolen, L. & Oswald, R. (Eds). Multicultural literature and response: Affirming diverse voices. (pp. 357-370). Santa Barbara, CA: Libraries Unlimited.
Moss, B., & Lapp, D.

(2010). Reading biography: Evaluating information across texts.  In B. Moss & D. Lapp (Eds.) Teaching new literacies in Grades K-3: Resources for 21st Century classrooms. (pp. 108-118). New York: Guilford Press.

Moss, B., & Lapp, D. (2010). Reading biography: Evaluating information across texts.   In B. Moss & D. Lapp (Eds.) Teaching new literacies in Grades 4-6: Resources for 21st Century classrooms. (pp. 112-124.) New York: Guilford Press.                 

Moss, B. (2008).  Getting the picture: Visual dimensions of informational
texts. In J. Flood, S. B. Heath, & D. Lapp (Eds.). Handbook of research on
teaching literacy through the communicative and visual arts. (pp. 393-399.)  New York: Erlbaum.

Journal Articles


Moss, B., Lapp, D., & O’Shea, M.  (2011). Tiered Texts: Supporting knowledge and language learning for English learners and struggling readers English Journal, 100(5), 54-60
                   
 Moss, B. (2011). Boost critical thinking: New titles for thematically based text sets.Voices from the Middle, 19(1). 46-48.
Young, T., & Moss, B. (2009). The classroom library: A place for nonfiction: nonfiction in its place Reading Horizons, v48 n1 p1-18 2007

Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 40, 201-219.

Moss, B. & Bordelon, S. (2007). Preparing students for college-level reading and writing: Implementing rhetoric and writing class in the senior year. Reading Research and Instruction, 46, 197-222.
Professional Experience
Professor, San Diego State University, College of Education, Literacy Education
High School Literacy Coach, San Diego, CA
Professor, The University of Akron, College of Education, Elementary Education
Associate Professor, The University of Akron, College of Education, Elementary Education
Assistant Professor, The University of Akron, College of Education, Elementary Education
Reading Supervisor, Portage County Board of Education, Ravenna, Ohio
English Teacher, Crestwood High School, Mantua, Ohio
Reading Specialist, Shalersville Elementary, Mantua, Ohio
Reading/Language Arts Teacher Crestwood Middle School, Mantua, Ohio

Graduate Courses Taught

Children’s/ Adolescent Literature
Language Arts Seminar
Doctoral Literacy Seminar
Research in Education
Educational Evaluation
Organization and Administration of School Reading Programs
Credential Courses
Teaching Reading in the Elementary School
Teaching Reading in the Secondary School




Dr. Moss