Recent Publications
Gormley, K., & McDermott, P. (2023). Stories that matter: An analysis of teacher candidates’ compositions aboutsocial justice events in their lives. Excelsior: Leadership in Teaching and Learning, 15(2), 116-128.
Gormley, K., & McDermott, P. (2021). An analysis of critical literacy in featured manuscripts appearing in two major literacy journals (2011-2020). Excelsior: Leadership in Teaching and Learning, 14(1), 35-49.
McDermott, P., Falk-Ross, F., Medow, S. & Smith, E. (2019). Taking it to the streets. Educational Leadership,
77(1), 67-71.
Allen, N. & McDermott, P. (2018). Literacy education in rural Sierra Leone: A case study. Journal of Ethnographic and Qualitative Research, 12, 193-206.
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Falk-Ross, F., McDermott, P., & Medow, S. (2017). Using the visual and performing arts to complement young adolescents' "Close Reading" of texts. Middle School Journal, 1, 27-33.
Gormley, K. & McDermott, P. (2016). The exclusion of the creative arts from contracted school curricula for teaching the Common Core Standards. Journal of Learning through the Arts, 12(1). Available at http://escholarship.org/uc/item/42s966mf .
McDermott, P. (2016). Book review: The false promises of the digital eevolution: How computers transform education, work, and international development in ways that are ecologically unsustainable. Teachers College Record. ID Number: 21609.
McDermott, P. & Lassman, K. (2016). Professional literacy publications and their role at informing policy makers about the Common Core writing reforms. Teacher Education & Practice, 29(1), 99-114.
Gormley, K. & McDermott, P. (2015). Visualizing the evidence: Strategies for teaching students to read closely. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 88(6), 1-7. DOI: 10.1080/00098655.2015.1074878
McDermott, P. & Gormley, K. (2015). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146. DOI: 10.1080/02702711.2015.100959
McDermott, P. & Allen, N. (2015). Successes and Challenges of Implementing a Teacher
Education Project in Rural Sierra Leone. International Journal of Educational Research, 71, 16-25.
McDermott, P. & Gormley, K. (2015). From resistance to engagement – the importance of the digital literacies for struggling readers and writers. In F. Falk-Ross (Ed.), Language-based approaches to support reading comprehension (pp. 209-236). NY: Rowman & Littlefield.
Gormley, K. & McDermott, P. (2014a). “We don’t go on the computers anymore!” How urban children lose in learning digital literacies. The Educational Forum, 78, 1-15. (EJ1032218)
Gormley, K. A., & McDermott, P. (2014b). Differentiating literacy instruction: There’s an app for that! Language and Literacy Spectrum, 24, 49-75. (EJ1034918). Available at http://www.nysreading.org/content/language-and-literacy-spectrum
Gormley, K. & McDermott, P. (2014c). Integrating the Digital Literacies into Literacy Diagnosis. New England Reading Association Journal, 49(2), 75-82.
McDermott, P. & Allen, N. (2014). Bringing research-based methods to West Africa: Diagnostic Teaching in Sierra Leone. Reading Today, 32(1), 38-39. Available at