Janice A. Dole, Ph.D.
Associate Professor
Janice.Dole@utah.edu
(801) 587-7791
Group Affiliation - Department of Teaching and Learning
Research and Teaching Interests - Dr. Dole's university experience
includes positions held at the University of Denver, the Center for the Study
of Reading at the University of Illinois at Urbana-Champaign, and Michigan State
University. She has published widely in the areas of comprehension instruction
and conceptual change learning and more recently in professional development
and school reform. Her publications include articles in journals such as Reading
Research Quarterly, Review of Educational Research, The Elementary School Journal and Reading
and Writing Quarterly. She is also co-author of the recently published
book, Adolescent Literacy: Research to practice. From 1992-2002, Dr.
Dole served as a member of the reading development panel for the National Assessment
for Educational Progress (NAEP). She also was a panel member of the RAND Reading
Study Group on reading comprehension. In addition, Dr. Dole is currently a
National Reading First consultant on comprehension instruction. She also has
served on national review panels for the Institute of Educational Services
(IES) and the National Institute of Child and Human Development. Finally, Dr.
Dole is currently serving on the Committee on the Study of Teacher Preparation
Programs for the National Research Council of the National Academy of
Sciences.
In 1996, Dr. Dole began to conduct research on school reform in reading and professional development in high-poverty schools. She co-authored Utah's Reading Excellence Act (REA) and Utah’s Reading First for the USOE and was project co-coordinator as well as state technical assistant for the REA grant from 1999 - 2001. Thereafter, along with two colleagues in special education at the University of Utah, Dr. Dole became co-principal investigator on the evaluation of Utah's Reading First grant. Additionally, Dr. Dole is an investigator with Mathematica on a four-year IES national study of the effectiveness of comprehension interventions in fifth-grade high-poverty classrooms throughout the U.S. Finally, Dr. Dole is co-principal investigator on an IES research grant to develop a teacher knowledge assessment of reading and writing.
Degrees -
Ph. D. - University of Colorado, Reading, Educational Psychology.
M. A. - University of Colorado, Reading, Psychology.
B. A. - University of Massachusetts at Boston, Psychology.
Areas of Specialization:
1. Research on comprehension instruction
2. Research on school reform in reading
3. Research on teacher knowledge and professional development
Editorial Review:
Current Editorial Review Board for the Reading Research
Quarterly, Contemporary Educational Psychology, and Thinking
Classroom. Past Editorial Review Board for the Scientific
Studies of Reading and the Journal of Literacy Research. Guest
Reviewer for the Review of Educational Research, Instructional
Science, American Educational Research Journal, The Elementary School
Journal , and the Journal of Educational Psychology.
Sample of Scholarship, 2000-2006
Gersten, R., Dole, J. A., Vaughn, S., Domino, J., & Liang, L. A. (in press). Teaching comprehension of informational text: The fall and rise of evidence-based practice. Educational Leadership.
Liang, L. A., & Dole, J. A. (2006). Help with reading comprehension: Comprehension instructional frameworks. The Reading Teacher, 58 2-13.
Liang, L. A., Sudbury, S., & Dole, J. A. (2005). Strategies for struggling readers in the middle grades. The Utah Special Educator, 25, 8-11.
Dole, J. A. (2004). The changing role of the reading specialist in low-performing schools. The Reading Teacher, 57, 462-471. Also published in International Reading Association. (2004). Preparing Reading Professionals: A Collection from the International Reading Association. Newark, DE: International Reading Association.
Jetton, T. L., & Dole, J. A. (2004a). Adolescent literacy: Research and practice. New York: Guilford.
Jetton, T. L., & Dole, J. A. (2004b). Improving literacy through professional development: Success and sustainability in a middle school. In D. S. Strickland & D. E. Alvermann (Eds.), Bridging the gap: Improving literacy learning for pre-adolescent and adolescent learners grades 4-12 (pp. 164-182). New York: Carnegie Corporation.
Nokes, J. D., & Dole, J. A. (2004). Helping adolescent readers through explicit instruction. In T. L. Jetton, & J. A. Dole, J. A. (Eds.), Adolescent literacy: Research and practice (pp. 162-192). New York: Guilford.
Strickland, D. A., Burns, M. S., Stechuk, R. A., Dole, J. A., Osborn, J., Ganske, K., Monroe, J. K., Alvermann, D. E., & Nealy, A. (2004). Professional development across instructional levels: Context and content. In D. A. Strickland, & M. Kamil (Eds.), Professional development of reading educators (pp. 65-74). Philadelphia: Laboratory for Student Success.
Dole, J. A. (2003). Professional development. In A. P. Sweet & C. Snow (Eds.), Rethinking reading comprehension (pp.176-191). New York: Guilford.
Dole, J. A., & Osborn, J. (2003a). Elementary language arts textbooks: A decade of change. In J. Flood, D. Lapp, & J. R. Squire (Eds.), Handbook for research on teaching the English language arts (pp. 631-639). NY: Macmillian.
Dole, J. A., & Osborn, J. (2003b). Professional development for K-3 teachers: Content and Process. Laboratory for Student Success, 2 (4), 8, 23-24.
Dole, J. A. (2002a.). Comprehension strategies. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia, Volume I (pp. 85-88). New York: ABC-CLIO.
Dole, J. A. (2002b.). Prior knowledge and misconceptions. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia, Volume II (pp. 453-456). New York: ABC-CLIO.
Dole, J. A. (2000a). Explicit and implicit instruction in comprehension. In B. M. Taylor, P. van den Brock, & M. Graves (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 52-69). New York: Teachers College Press.
Dole, J. A. (2000b). Comprehension strategies: Helping students understand content area textbooks better. Thinking Classroom, 1, 19-22.
Dole, J. A. (2000c). Readers, texts and conceptual change strategies. Reading and Writing Quarterly, 16, 99-118.
Dole, J. A. (2000d). What will be the demands of literacy in the workplace in the next millennium? Reading Research Quarterly, 35, 382-383.
Representative courses -
TL 6131: Assessing and Intervening Students with Reading Difficulties
TL 6713: Advanced Early Literacy
TL 5121: Principles of Literacy
TL 7820: Teaching Effectiveness Research
TL 7740: Learning and Instruction