C. Patrick Proctor
Curriculum Vitae (PDF)
Ed.D., Harvard University, Cambridge, MA
Dr. Proctor is leading and developing a research program focusing on the literacy development of children from immigrant and bilingual homes. Interested in both the heritage and second languages of bilingual learners, his work ranges from theoretical and cognitive conceptions of bilingual literacy development, to applied intervention work in urban classrooms that targets improving reading comprehension and vocabulary development among culturally and linguistically diverse learners. Dr. Proctor's previous research includes a study investigating Spanish and English literacy development among upper-elementary bilingual Latino children, and an internet-based literacy intervention designed to support depth of vocabulary knowledge among both bilingual and monolingual fourth grade students. Dr. Proctor's current research is supported by the Institute of Education Science and by Boston College.
American Educational Research Association
International Reading Association
National Reading Conference
Silverman, R.D. (PI), Proctor, C.P. (Co-PI), & Harring, J. (Co-PI). Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students. Three-year collaborative grant between Boston College and the University of Maryland with the goal of investigating the development of vocabulary knowledge and reading comprehension, and the instructional factors that affect that development, among a sample of monolingual English and bilingual Spanish-English students.
Institute of Education Sciences, 2009-2012. Funded: $1,400,000.00
Paez, M. (Co-PI), Homza, A. (Co-PI), Brisk, M.E. (Senior Adviser), & Proctor, C.P. (Language and Literacy Specialist). Teaching Academic Language in the Content Areas: Enhancing Achievement for English Language Learners. The two overriding goals of this 5-year grant are to: 1)Improve the Lynch School's teacher education program by better preparing all teachers to provide effective instruction to bilingual learners; and 2) Support high-quality professional development for elementary and secondary content teachers in language and literacy development of bilingual learners. While not a principal investigator on this project, I was part of the grant writing effort and have worked wtih Drs. Paez and Homza to create and deliver the curriculum that was the hallmark of the first year of the grant.
U.S. Department of Education, 2007-2012. Funded: $1,490,000.
Proctor, C.P., August, D., Carlo, M.S., & Barr, C. (in press). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners. Journal of Social Issues.
Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding Depth of Vocabulary and Improving Comprehension Online with Bilingual and Monolingual Children. Reading and Writing Quarterly, 25(4), 311-333.
Proctor, C.P. & Mo, E. (2009). The Relationship between Cognate Awareness and English Comprehension Among Spanish-English Bilingual Fourth Grade Students. TESOL Quarterly, 43(1), 126-136.
Dalton, B. & Proctor, C.P. (2008). The Changing Landscape of Text and Comprehension in the Age of New Literacies. J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of New Literacies (pp. 297-324) . Mahwah, NJ: Erlbaum.
Proctor, C.P., Dalton, B., & Grisham, D. (2007). Scaffolding English Language Learners and Struggling Readers in a Multimedia Hypertext Environment with Embedded Strategy Instruction and Vocabulary Support. Journal of Literacy Research, 39(1), 71-93.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, C.P., Snow, C.E., August, D., Calderón, M., & Carlo, M.S. (2007). Learning to read in a low status language: Factors contributing to bilingual fifth graders’ reading achievement in English and Spanish. Applied Psycholinguistics, 28, 171-190.
Proctor, C.P., August, D., Carlo, M.S., & Snow, C.E. (2006). The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. Journal of Educational Psychology 98(1), 159-69.
Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native Spanish-Speaking Children Reading in English: Towards a model of comprehension. Journal of Educational Psychology, 97(2), 246-56.
Homza, A., Páez, M., Brisk, M.E., & Proctor, C.P. (2008). From Language to Literacy: Reading and writing for English language learners in sheltered elementary classrooms. Chestnut Hill, MA: Lynch School of Education, Boston College.