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Lynch School of Education

C. Patrick Proctor

associate professor


Email

Website

Curriculum Vitae

Campion Hall
Room 121

617.552.6466

   

EDUCATION

Ed.D., Harvard University, Cambridge, MA
M.A. Stanford University, Stanford, CA
B.A. Clark University, Worcester, MA

EXPERTISE/INTERESTS

 Dr. 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.

MEMBERSHIPS

American Educational Research Association

International Reading Association

Literacy Research Association    

                                                                        

FUNDED RESEARCH

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.

 

REPRESENTATIVE PUBLICATIONS 

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.

Proctor, C.P. (2013). Interactions between literacy and technology: The core of teaching and learning. Perspectives (Spring), 3 – 6. 

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: ell.stanford.edu/publication/challenges-and-supports-ells-bilingual-programs

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.

Dalton, B., Proctor, C.P., Uccelli, P., Mo E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students.  Journal of Literacy Research, 43(1), 68-100.

Proctor, C.P., Dalton, D., Uccelli, P., Biancarosa, G., Mo, E., Snow, C.E., & Neugebauer, S. (2011).  Improving Comprehension Online (ICON): Effects of deep vocabulary instruction with bilingual and monolingual fifth graders.  Reading and Writing: An interdisciplinary journal, 24(5), 517-544.

Proctor, C.P. & Silverman, R.D. (2011). Confounds in assessing the associations between biliteracy and English language proficiency. Educational Researcher, 40(2), 62-64.

Proctor, C.P., August, D, Snow, C.E., & Barr, C. (2010).  The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension.  Bilingual Research Journal, 33(1), 5-20.

Proctor, C.P., August, D., Carlo, M.S., & Barr, C. (2010). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners.  Journal of Social Issues, 66(1), 79-94

Book Chapters

Gordon, D., Proctor, C. P., & Dalton, B. (2012). Reading strategy instruction, universal design for
learning, and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications (pp. 25-37). New York: Guilford Press.


Proctor, C.P. (2011). “Get starting in English”: Teaching for vocabulary depth with bilingual
learners. In R.L. McCormack & J.R. Paratore (Eds.), After Early Intervention, then what? Teaching
struggling readers in grades 3 and beyond (pp. 42 – 65). Newark, DE: International Reading Association.

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.

CURRICULUM MATERIALS

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:
CAST, Inc. Available at: http://psi.cast.org/icon3/demo

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