Jeanne R. Paratore
Position:		Associate Professor Program Contact, Literacy/Reading Education Director, Reading and Writing Clinic
Department:		Literacy and Language, Counseling and Development
Program:		Literacy and Language

Educational History

Ed.D., Reading and Language�Boston University
M.Ed., Reading Education�University of New Hampshire, Durham
B.S., Elementary Education & Sociology�Syracuse University

Contact Information
Phone:		617-353-3285
E-mail:		jparator@bu.edu

Profile

Dr. Jeanne R. Paratore holds a B.S. in Elementary Education from Syracuse University, an M.Ed. in Reading Education from the University of New Hampshire, Durham, and an Ed.D. in Reading and Language from Boston University. She has been a classroom teacher, reading specialist, and a Title 1 director, and is now a faculty member at Boston University. In 1989. Dr. Paratore joined the Boston University/Chelsea, Massachusetts School Partnership, a comprehensive urban school reform effort that provided her many opportunities to collaborate with classroom teachers to improve classroom assessment and instruction of literacy. As part of this work, Dr. Paratore founded and now serves as advisor to the Intergenerational Literacy Project, a family literacy program that serves immigrant parents and their children. Her work related to these projects and others is described in numerous monographs, book chapters and journal articles. She has also authored or edited six books. Among them, After Early Intervention, Then What? Teaching Struggling Readers in Grades Three and Beyond, was currently identified as one of the International Reading Association’s ten best-selling books. In 2002, she completed a three-year term as a member of the International Reading Association’s Board of Directors. Dr. Paratore is a frequent speaker on literacy instruction and has presented at local, national, and international reading and educational research conferences as well as in school districts throughout the United States. Recent presentations have addressed topics related to grouping students for instruction in literacy, supporting struggling readers after grade three, providing evidence-based instruction in literacy, supporting content area learning with effective instruction in literacy, and supporting home-school partnerships.

Courses Taught

SED�LS790 �Seminar in Literacy Assessment
SED�RS750 �Advanced Research Design
SED�LR735 �Practicum: Clinical Assessment and Instruction in Reading and Writing
SED�LR501 �Teaching of Reading

Selected Publications

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.
Indrisano, R., & Paratore, J. R. (Eds.). (2005). Learning to write, Writing to Learn: Theory and research in practice. Newark, DE: International Reading Association.
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 millenium: 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., Dur�n, 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.
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.

Selected Presentations

Teaching Adolescents to Read and Write: Fundamental Teaching Principles
Differentiating Instruction in Literacy: Making Decisions About Texts, Tasks, and Contexts
Optimizing Children's Opportunities to Achieve in Literacy
Teaching Children to Become Strategic Readers
Implementing Classroom-Based Assessment
Parents and Teachers Learning Together: Ways to Exchange Information about School and Family Literacies
Motivating Comprehension, Fluency, and Vocabulary Development in Struggling Readers: Examining One Intervention Model
Using Evidence-based Practices to Improve Literacy Instruction: Learning from Excellent Teachers
Long-term Effects of a Family Literacy Program on the School Experience of Children

Selected Media Productions

Jeanne R. Paratore,��(2005).�Teaching Reading K-2 Workshops.�Boston, MA:�WGBH Public Television/Annenberg Foundation.
Jeanne R. Paratore,��(2005).�Teaching Reading 3-5: Creating the Classroom Learning Context.�Boston, MA:�WGBH Public Television and Annenberg Foundation.

Selected Professional Memberships

International Reading Association
National Reading Conference
American Educational Research Association
Massachusetts Reading Association
Massachusetts Association of College and University Educators
National Scoiety for the Study of Education
National Conference of Researchers in English
National Council of Teachers of English
Northshore Reading Council
Greater Boston Reading Coiuncil
New England Reading Association
Phi Delta Kappa

Selected Awards/Honors/Special Recognition

Statewide Literacy Award
Literacy Award
Literacy Award, to honor the Intergerational Literacy Project

Advising

Advisor
Advisory Board Member

Additional Information

Jeanne Paratore Photo