Faculty Directory

C. Patrick Proctor

Associate Professor


TESpECI Teacher Education, Special Education, Curriculum & Instruction


  • Proctor, C.P., Boardman, A., & Hiebert, E.F. (Eds.) (2016). Teaching Emergent Bilingual Students:Flexible approaches in an era of new standards. New York. Guildford.
  • Kieffer, M.J., Petscher, Y., Proctor, C.P. & Silverman, R.D. (in press). Is the Whole Greater Thanthe Sum of Its Parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades. Scientific Studies of Reading.
  • Proctor, C.P. & Louick, R. (in press). Development of Vocabulary Knowledge and ItsRelationship with Reading Comprehension Among Emergent Bilingual Children: An overview. (to appear in) Bar-On, Amalia & Ravid, Dorit (eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives. Berlin, Boston: De Gruyter Mouton.
  • Beaulieu-Jones & Proctor, C.P. (2016). A Blueprint for Implementing Small Group CollaborativeDiscussions. The Reading Teacher, 69, 677 – 682.
  • Proctor, C.P., Harring, J.R., & Silverman, R.D. (2015). Comparing reading profiles of biliterateLatino/a children in elementary school: Evidence from the simple view of reading. Miríada Hispánica, 10, 59 – 82    
  • Proctor, C.P., Daley, S., Louick, R., Leider, C.M., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English  learning middle school students with disabilities in a remedial reading curriculum. Learning  and Individual Differences, 36, 76 - 83. doi:10.1016/j.lindif.2014.10.014
  • Silverman, R. D., Proctor, C. P., Harring, J. R., Meyer, A., Doyle, B., & Mitchell, M. (2014).  Teachers' instruction and students' vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49, 31 - 60.    
  • Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J.R. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading and Writing, 26, 1459 -1485   
  • Brisk, M. & Proctor, C.P. (2012). Challenges and Supports for ELLs in Bilingual Programs. In Hakuta, K. & Santos, M. (Eds.). Understanding Language: Language, literacy, and learning in the content areas. Available at: http://ell.stanford.edu/sites/default/files/pdf/academic-papers/11 Brisk%20Bilingual%20Programs%20FINAL_0.pdf.
  • Proctor, C.P., Silverman, Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25, 1635 – 1644.