Experience

• K-5 students with mild-moderate special needs (i.e. learning disabilities including dyslexia and language comprehension disabilities; ADD/ADHD; high-functioning autism)
• Students below grade level in literacy (i.e. AIS, Tier 2, Title 1)
• Undergraduate (Sophomore – Senior level literacy methods courses, including student teaching supervision)
• Graduate (Literacy Specialist candidates – diagnosis, intervention, content area literacy, clinical practicum)

• Collaboratively developed literacy assessment framework for elementary schools designating which assessments are to be administered, when, to whom, and by whom throughout the school year
• Collaboratively revised local early literacy assessments
• “Rebalanced” district balanced literacy program
• Collaboratively revised district’s Response to Intervention (RTI/MTSS) plan including developing district handbook for RTI
• Advised committee review and acquisition of district-wide literacy curriculum and assessments
• Advised committee development of elementary literacy curriculum scope & sequence

• Literacy assessment administration (oral reading, fluency, phonics, reading comprehension, spelling)
• Analysis and use of literacy assessment results
• Balanced literacy practices & framework
• Wilson Fundations
• Words Their Way
• Fountas & Pinnell Phonics
• Literacy curriculum analysis
• Response to Intervention
• Collaborative Data Inquiry

• Association of Literacy Educators and Researchers
• New York State Reading Association
• International Literacy Association

Davis-Duerr, J. (2017). Literacy leaders in partnership. In R. Johnson, J. Araujo & N. Cossa (Eds.), Association of Literacy Educators and Researchers Yearbook, Volume 39, Literacy: The Critical Role of Teacher Knowledge, 249-260.

Davis-Duerr, J. (2017). Implications of cooperating teachers’ experiences with edTPA. Excelsior. 11(1), 28-44.

Davis-Duerr, J. (2017).  Partnering for professional development. Language and Literacy Spectrum. 27(1), Article 2.

Davis-Duerr, J. (2016). Book review. Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies (2^nd ed.) Kappa Delta Pi Record, 52(2), 95.

Davis-Duerr, J. (2015). Hands-on reading comprehension: Distinguishing paraphrasing, retelling, summarizing, and synthesizing. The Reading Professor, 38(1), 21-26.

Davis-Duerr, J. (2015). Planning on preservice teachers’ affective domains of reading. Journal of Reading Education. 40(3), 17-22.

Davis-Duerr, J. (2013). Preservice teachers’ affective domains: Reading models in progress. Affective Reading Education Journal. 32(Spring, 2013), 15-25

Davis-Duerr, J. (2011). Instructor’s Manual and Test Bank for Diagnosis and Improvement in Reading Instruction (6^th Edition), by Dorothy Rubin, Michael F. Opitz, and James A. Erekson. New York: Allyn & Bacon.

Opitz, M. F. & Davis-Duerr, J. (2010). Literacy lessons to help kids get fit and healthy. New York: Scholastic.

Davis-Duerr, J. (2010). Betting on theory for a win-win: Poker and literature discussion groups. Journal of Reading Education, 35(2), 47-48.

Davis-Duerr, J. (2009). Creating illiteracy: Why Johnny can’t (only) read; New literacies vs. old policies. Language and Literacy Spectrum, 19, 20-28.

Davis-Duerr, J (2009). Meeting their needs: Memoirs of three generations of teachers striving to teach reading.  Wisconsin State Reading Journal, 48(2), 31-42.