C. Patrick Proctor
Ed.D., Harvard University, Cambridge, MA
EXPERTISE/INTERESTSDr. Proctor’s principal area of interest and focus is with English language learners in US public schools, and their language and literacy achievement. A former third- and fourth-grade bilingual teacher, Proctor is ultimately interested in how language and literacy development are affected by classroom instruction, and the various media through which that instruction is delivered. To this end, Dr. Proctor has done work around educational technology, language and reading development, bilingualism and bilingual education, all with target populations of elementary and middle school children who speak a language other than English at home, many of whom come from immigrant backgrounds. Dr. Proctor’s theoretical research focuses on models of bilingualism, language development, and reading comprehension, and the intersections between them. His work has targeted the crucial role of oral language proficiency in predicting reading comprehension, and whether and how first-language proficiency informs development of language and reading comprehension in the second language. In his research on praxis, Dr. Proctor has co-developed an English vocabulary and comprehension intervention for fifth-grade multilingual students, and actively works with principals and teachers in the Boston Public Schools on long-term literacy initiatives designed to promote reflective teaching.
American Educational Research Association
International Reading Association
Literacy Research Association
Office of Special Education Programs, 2013 – 2014. Rose, D. (PI). National Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School (CET). Collaboration with the Center for Applied Special Technology. The Center will research and develop a technology-rich learning environment that makes it possible for schools to provide personalized literacy support and instruction across content areas to students throughout the school day. Proctor and a team of BC-based doctoral students will provide expertise around the intersections of literacy and technology, particularly as these relate to disabilities and emergent bilingualism.
Boston College Collaborative Fellows, 2011 – 2014. Proctor, C.P. (PI). The ELICIT Project: Enhancing Literacy Instruction through Collaboration and Interactive Technology. Three-year Collaborative Fellows grant bringing together Boston College, Boston University, and the Russell and the E. Greenwood Boston Public Schools to professional learning communities around literacy and informational text instruction alongside one-on-one coaching sessions with teachers in which literacy instruction is video recorded and analyzed, providing teachers the means by which to reflect and improve on their literacy instruction.
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, 9, 1459 - 1485.
Gordon, D., Proctor, C. P., & Dalton, B. (2012). Reading strategy instruction, universal design for
Dalton, B. & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of
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.
Center for Applied Special Technology (2009). Improving Comprehension Online. Wakefield, MA: