Researcher's site: Joe Stouffer

This researcher is available for inquiries from the public.
This researcher is available for media inquiries.
This researcher is available for collaboration.

Contact Information

Email: stoufferj@brandonu.ca

Research Interests

My research interests centre on early literacy theory and classroom pedagogies. I am interested in literacy interventions, specifically Reading Recovery and teachers' use of formative assessment in reading (i.e., running records) and in writing.

Featured publications:

Stouffer, J. (2023). Write it out: A teaching response to foster complete word analysis. The Reading Teacher, 44(7), 414-417. https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2242

Stouffer, J., & Van Dyke, J. (2023). Stones from a glass house: The paradoxical condemnation of Reading Recovery in the Ontario Human Rights Commission Right to Read Report. Journal of Teaching and Learning, 17(1), 52-71. https://doi.org/10.22329/JTL.V17I1.7426

Stouffer, J., Kasamali, Z., Di Muro, M., Lam, M., & Watson, E., (2023). Transactions of online literacy: Ethical relationality, ICT, and critical reading skills in the post-truth era. In L. Parker (Ed.), Education in the Age of Misinformation (pp. 163-186). Palgrave. https://doi.org/10.1007/978-3-031-25871-8Stouffer, J. (2021). Seeking middle ground: Analyzing running records from the top and bottom. The Reading Teacher, 74(6), 769-784. https://doi.org/10.1002/trtr.2012

PAWs - Proficiency Assessment of Writing: A system to enhance the assessment of daily K-6 classroom writing. www.joestoufferliteracy.com/styled-2/index.html/

Research Area

early literacy

Keywords

early literacy; Reading Recovery; literacy intervention; formative assessment; reading wars

Field(s)

Curriculum & Pedagogy