C. Patrick Proctor

Email

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

Bilingualism, literacy development, reading comprehension, special education and English learners, literacy and technology, immigration, autism and developmental delays.

Memberships

American Educational Research Association (AERA)

SELECTED PUBLICATIONS

Articles

Proctor, C.P. & Mo, E. (In press).  The Relationship between Cognate Awareness and English Comprehension Among Spanish-English Bilingual Fourth Grade Students.  TESOL Quarterly.

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., Calderon, 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 Vocabulary Knowledge in Predicting English Reading Comprehension. Journal of Educational Psychology, 98(1), 159-169.

August, D., Snow, c., Carlo, M., Proctor, C.P., Rolla, A., Duursma, E., Szuber, A. (2006).  Literacy Development in Elementary School Second-Language Learners.  Topics in Language Disorders, 26(4), 351-364.

Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native Spanish-Speaking Children Reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246-56.

August, D., Carlo, M.S., Calderón, M., & Proctor, C.P. (2005). Development of Literacy in Spanish-Speaking English Language Learners: Findings from a Longitudinal Study of Elementary School Children. Perspectives, 31(2), 17-19.

Book Chapters

Dalton, B. & Proctor, C.P. (In press).  Understanding understanding in a new literacies space:  Changing the relationship of text, reader and activity in service of improving diverse learners' comprehension.  D. Leu (Ed.), Handbook of New Literacies.

Dalton, B. & Proctor, C.P. (2007).  Reading as Thinking:  Integrating Strategy Instruction in a Universally Designed Digital Literacy Environment.  In D. McNamara (Ed.), Reading Comprehension Strategies:  Theory, Interventions, and Technologies.Mahwah, NJ:  Erlbaum.

Technical Reports

Proctor, C.P. & Dalton, B. (2004). Scaffolding English Language Learners and Struggling Readers in a Multimedia Hypertext Environment with Embedded Strategy Instruction and Vocabulary Support. Technical Report to the Hewlett Foundation. 26 pp.

Palinscar, A.S., Dalton, B., Magnusson, S., & Proctor, C.P. (2004). Reading to Learn: Investigating general and domain specific supports in a technology-rich environment with diverse readers learning from informational text. Technical Report to the Institute for Education Sciences. 35 pp.

Christian, D., Montone, C., Carranza, I., Lindholm, K., & Proctor, C. P. (1996). Two-Way Bilingual Education: Students Learning through Two Languages. Final Report. 186 pp.

Lindholm, K. & Proctor, C.P. (1995). River Glen Elementary Two-Way Bilingual Program. Case Study Report.