Peer Reviewed Journal Articles:
Pratt, S. M. (working paper). Reading inside the minds of beginning readers: A comparison of beginning readers’ dialogue about their thinking during oral reading and miscue analysis findings.
Pratt, S.M. (60%) & Hodges, T.S. (working paper). Write alouds: Scaffolding decision-making of writers, The Reading Teacher.
Rich, E., Pratt, S. (30%) & Coleman, J. (working paper). A continuum of multimodality features in award winning science trade books for children. Elementary School Journal.
Pratt, S. M. (60%), Hodges, T.S. (in press). Making thinking explicit: A skill continuum of preservice teacher use of strategic think-alouds in literacy instruction. Literacy Research and Instruction.
Kim, E.J. (50%) & Pratt, S.M. (in press). Co-teaching goes on-line: The impact of virtual co-teaching on the practices of a co-teaching partnership during COVID. Studying Teacher Education.
Pratt, S. M. (70%), & Coleman, J.M. (in press). Reading like a scientist: Teaching students to strategically read multimodal science texts. Science and Children.
Hodges, T.S. & Pratt, S.M. (40%) (2023) Increasing preservice teacher self-efficacy for strategic think-alouds in literacy instruction. Journal of Literacy Innovation, 8(1), 80-99.
Pratt, S.M. (60%) & Hodges, T.S. (2023). The think-Aloud Observation Protocol:Development of a literacy istruction tool for teacher reflection and growth. Reading Psychology, 44(1), 1-31.
Pratt, S. M. (60%), Coleman, J. M., & Dantzler, J. A. (2023) A mixed-methods analysis of fourth-graders' comprehension and their reported strategies for reading science texts. Literacy Research and Instruction 62(1), 16-48.
Kim, E.J. & Pratt, S.M (50%) (2021). The impact on the perception of pre-service teachers to co-teaching from being a learner in co-taught college courses. Action in Teacher Education, 43(3), 301-320.
Pratt, S. M. (70%) & Coleman, J. M. (2020). Using ENA to visually map a metacognitive continuum of urban fourth-graders’ strategies for navigating multimodal science texts. Elementary School Journal, 121(2), 224-255.
Pratt, S. M. (2020). A mixed methods approach to exploring the relationship between beginning readers’ dialogue about their thinking and ability to self-correct oral reading. Reading Psychology, 41 (1), 1-43.
Pratt, S. M. & Martin, A. M. (2017). Exploring effective professional development strategies for in-service teachers on guiding beginning readers to become more metacognitive in their oral reading. Reading Horizons: A Journal of Literacy and Language Arts, 56(3), 31-51
Pratt, S. M. (80%) & Martin, A. M. (2017). The differential impact of video stimulated recall and concurrent questioning research methods on beginning readers’ verbalization about self-monitoring during oral reading. Reading Psychology, 38(5), 439-485.
Pratt, S. M. (50%), Imbody, S., Wolf, L., Patterson, A. (2017). Co-planning in co-teaching: A practical solution. Intervention in School and Clinic, 52(4), 243-249.
Pratt, S. M. (90%) & Urbanowski, M. (2016). Teaching early readers to self-monitor and self-correct. The Reading Teacher, 69(5), 559-567.
Spaulding, L. S. & Pratt, S. M. (50%) (2015). A review and analysis of the history of special education and disability advocacy in the United States. American Educational History Journal, 42 (1 & 2), 91–109.
Pratt, S. M. (2014). Achieving Symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12.
Gerst, S. (Summer 2012). Co-teaching: How does it affect students? Research to Practice: K-12 Scholarship Journal, 2(1), 5-21.
Peer-Reviewed Book Chapter:
Hodges, T., Pratt, S., LaCroix, L., Dismuke, S., Donovan, C., Wright, K., Martin, S. (2022). Models of effective writing methods in teacher preparation: perspetives and practice. In J.J. Arajuo & D. L. Arajuo (Eds.), Handbook of research on reconceptualizing preservice teacher preparation in literacy education, pp. 243-265. IGI Global.
Pratt, S. M. (2020) Building pre-service teachers’ conscious awareness of their literacy cognitive processes and ability to prepare quality think-alouds. In R. Karchmer-Klein & K. Pytash (Eds.), Effective practices in online teacher preparation for Llteracy educators (pp. 171-193). IGI Global
Invited Book Chapter:
Pratt, S. (2019). Jeanne Cobb: a legacy of a servant of literacy. In B.J. McClanahan, P.S. Lisenbee, W.M. Linek, & E. Jampole (Eds.), Ten-year retrospective of the Association of Literacy Educators and Researchers: 2008-2018. Richmond, KY; Association of Literay Educators and Researchers.
Pratt, S. M. & Spaulding, L. S. (2014). Working with people: Professional collaboration. In A.J. Rockinson-Szapkiw & L.S. Spaulding (Eds.), Navigating the doctoral journey: A handbook of strategies for success. Lanham, MD: R & L Education.
Gerst, S. (2012). The co-teaching journey: A systematic grounded theory study investigating how secondary school teachers resolve challenges in co-teaching. (Doctoral dissertation). Retrieved from ProQuest. (1033343450)
Master’s Research Paper:
Gerst, S. (2007). Partnering with homeschoolers: Collaborations between homeschoolers and public schools. (Masters’ research paper). University of Northern Iowa, Cedar Falls, IA. Retrieved from http://cdm15897.contentdm.oclc.org/cdm/singleitem/collection/mast/id/8/rec/9