selected publications academic article Ortlieb, E., Grote-Garcia, S., Pletcher, B., Hudson, A., Perfetto, A., Durham, P., ... Kerbs, M. (2023). How Teachers Do and Don't Address Issues of Diversity in Literacy Instruction. Reading Psychology. 44(5), 563-587. Hudson, A. K., Lambright, K., Zhang, S., Wijekumar, K., Owens, J., & McKeown, D. (2023). Professional development in a pandemic: transforming teacher knowledge of reading comprehension instruction. Educational Technology Research and Development. 1-27. Hudson, A. (2022). Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension. Reading Research Quarterly. Piasta, S. B., & Hudson, A. K. (2022). Key Knowledge to Support Phonological Awareness and Phonics Instruction. The Reading Teacher: a journal of the International Reading Association. 76(2), 201-210. Hudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. K. (2021). "What's the Main Idea?": Using Text Structure to Build Comprehension. The Reading Teacher: a journal of the International Reading Association. 75(1), 113-118. Beerwinkle, A. L., Owens, J., & Hudson, A. (2021). An Analysis of Comprehension Strategies and Skills Covered within Grade 3-5 Reading Textbooks in the United States. Technology Knowledge and Learning. 26(2), 311-338. Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks-Cantrell, E., & Joshi, R. M. (2021). Elementary Teachers' Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading. Reading Research Quarterly. 56(S1), S287-S315. Owens, J. K., & Hudson, A. K. (2021). Prioritizing teacher emotions: shifting teacher training to a digital environment. Educational Technology Research and Development. 69(1), 59-62. Zhang, S., Hudson, A., Ji, X. R., Joshi, R. M., Zamora, J., Gomez-Velazquez, F. R., & Antonio Gonzalez-Garrido, A. (2021). Spelling Acquisition in Spanish: Using Error Analyses to Examine Individual Differences in Phonological and Orthographic Processing. Scientific Studies of Reading. 25(1), 64-83. Hudson, A. K., & Pletcher, B. C. (2020). The Art of Asking Questions: Unlocking the Power of a Coach's Language. The Reading Teacher: a journal of the International Reading Association. 74(1), 96-100. Pittman, R. T., Zhang, S., Binks-Cantrell, E., Hudson, A., & Joshi, R. M. (2020). Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio-economic status schools. Dyslexia: an international journal of research and practice. 26(2), 200-219. Hudson, A., Koh, P. W., Moore, K. A., & Binks-Cantrell, E. (2020). Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000-2019. Education Sciences. 10(3), 52-52. Pletcher, B. C., Hudson, A. K., John, L., & Scott, A. (2019). Coaching on Borrowed Time: Balancing the Roles of the Literacy Professional. The Reading Teacher: a journal of the International Reading Association. 72(6), 689-699. Hudson, A. K. (2016). Get Them Talking! Using Student-Led Book Talks in the Primary Grades. The Reading Teacher: a journal of the International Reading Association. 70(2), 221-225. Hudson, A. K., & Williams, J. A. (2015). READING EVERY SINGLE DAY A Journey to Authentic Reading. 68(7), 530-538. chapter Zhang, S., Han, B., Hudson, A. K., Moore, K. A., & Joshi, R. M. (2022). John Effect in Literacy Acquisition: The Role of Morphological Awareness in Literacy Acquisition in Different Orthographies. Developing Language and Literacy. (pp. 369-385). Springer Nature.
teaching activities RDNG351 Fnd Skills Decoding Elem Stud Instructor RDNG467 Rdng & Language Arts Instructor RDNG605 Practm Literacy Intervention Instructor