Publications

Journal Publications

Meston, H.*, Phillips Galloway, E. & McClain, J.B.* (Accepted). Conceptualizing Conversation: Educators’ and Students’ Diverging Views of Academic Discussion. Journal of Adolescent and Adult Literacy.

Phillips Galloway, E., McClain, J.*, & Uccelli, P. (Accepted). Broadening conceptualizations of language comprehension: A multifaceted perspective on the role of academic language in text understanding. Reading Research Quarterly.

Phillips Galloway, E., & McClain, J.*(Accepted). “Ours is best because we thought about sentences together”: Examining strategies for collective academic discourse learning in peer-to-peer small group discussions. The Reading Teacher.

Aguilar, G., Uccelli, P., Phillips Galloway, E., (2020). Toward Biliteracy: The Academic Language Skills of Dual Language Learners. TESOL Quarterly.

Phillips Galloway, E., Uccelli, P., Aguilar, G.*, & Barr, C. (2020). Exploring the Contribution of A Cross-Linguistic Construct of Academic Language to Text Comprehension for Middle Grade Dual Language Learners. AERA Open.

Uccelli, P., Phillips Galloway, E., Aguilar, G.*, & Allen, M. (2020). Teaching language for access and equity: Towards a theoretically- and empirically-informed model of academic language instruction. Theory into Practice.

Uccelli, P., Deng, Z.*, Phillips Galloway, E. Qin, W. (2020). The role of language skills in mid-adolescents’ science summaries. Journal of Literacy Research.

Barr, C., Uccelli, P. & Phillips Galloway, E. (2020). Design and Validation of a Construct to Capture the Academic Language Skills that Support Text Understanding. Language Learning.

Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The Role of Cross-Disciplinary Academic Language Skills in Disciplinary Writing: Exploring the Contribution of Core Academic Language Skills to Science Summarization for Middle Grade Writers. Reading and Writing: An Interdisciplinary Journal.

Phillips Galloway, E., Dobbs, C., Olivo, M., & Madigan, C. (2019). ‘You can...’: An Examination of Linguistically-Diverse Learners’ Development of Metalanguage and Agency as Language Users within Academic Language Units. Linguistics and Education.

Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The Role of Cross- Disciplinary Academic Language Skills in Disciplinary Writing: Exploring the Contribution of Core Academic Language Skills to Science Summarization for Middle Grade Writers. Reading and Writing: An Interdisciplinary Journal.

Phillips Galloway, E. & Uccelli, P. (2018). Developmental Relationships between Academic Language and Reading Comprehension. Journal of Educational Psychology.

Phillips Galloway, E. & Uccelli, P. (2018). Beyond reading comprehension: Exploring the additional contribution of academic language skills to early adolescents’ source-based writing. Reading and Writing: An Interdisciplinary Journal, 1-31.

Uccelli, P., & Phillips Galloway, E. (2017). Academic Language Across Content Areas: Lessons from an Innovative Assessment and from Students’ Reflections About Language. Journal of Adolescent & Adult Literacy, 60(4), 395-404.

Phillips Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing, 28(6), 797-828.

Uccelli, P., Barr, C. D., Dobbs, C. L., Phillips Galloway, E., Meneses, A., & Sanchez, E. (2015). Core Academic Language Skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in per-adolescent and adolescent learners. Applied Psycholinguistics, (5) 1075-1107. doi: 10.1017/S0142716400006X.

Uccelli, P., Phillips Galloway, E., Barr, C., Meneses, A., & Dobbs, C. (2015). Beyond vocabulary: Exploring cross-disciplinary academic language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3).

Phillips Galloway, E., Stude, J. & Uccelli, P. (2015). Negotiating communicative practices in schools: Student’s oral and written reflections on the academic register. Linguistics & Education.

Phillips Galloway, E. & Lesaux, N.K. (2014). Leader, Teacher, Diagnostician, Colleague, and Change Agent: A Synthesis of the Research on the Role of the Reading Specialist in this Era of RTI-Based Literacy Reform. The Reading Teacher, (67(7), 517-526.

Lesaux, N., Marietta, S., Galloway, E. (2014). Learning to be a change agent: System leaders master skills to

encourage buy-in for reform. Journal of Staff Development, 35(5), 40-45.

Lawrence, J.F., Phillips Galloway, E.., Yim., S.B. & Lin, A. (2013). Content area writing: The literacy lives of American adolescent writers. Journal of Adolescent and Adult Literacy.

Mason, P. A., & Phillips Galloway, E. (2012). What Children Living in Poverty Do Bring to School: Strong Oral Skills, Let Them Talk!. Reading Today, 29(4), 29-30.

*student co-author

Book Chapters

Handbook Chapters

Uccelli, P., Phillips Galloway, E., & Qin, W. (2020). The Language for School Literacy: Widening the lens on language and reading relations during adolescence. In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.). Handbook of Reading Research, Vol. V. New York, NY: Routledge.

Uccelli, P. & Phillips Galloway, E. (2018). What Teachers Need to Know about Academic Language. In C. T. Adger, C. E. Snow and D. Christian (Eds.) What Teachers Need to Know About Language (2nd edition). Bristol: Channel View Publications.

Phillips Galloway, E. & Lesaux, N. (2017). Children Learning to Read in a Nonsocietal Language. In N. Kucrikova, C. Snow, V. Grover, and C. McBride (Eds.). Routledge International Handbook of Early Literacy Education. New York, NY: Routledge.

Practitioner Chapters

Phillips Galloway, E. (2020). Metalanguage in Middle School. In K. Ganske (Ed.), Mindful of words: Spelling and Vocabulary explorations, 2nd Edition (in press). New York: The Guilford Press. (pages TBD).

Phillips Galloway, E. & Lesaux, N.K. (2015). Reading comprehension skill development and instruction for adolescent English Language Learners: A focus on academic vocabulary instruction. In D. Reed & K. Santi (Eds.) Improving Comprehension for Middle and High School Students. New York, NY: Springer Publishing.

Phillips Galloway, E., Lawrence, J.F., & Moje, E.B. (2013). Research in disciplinary literacy: Challenges and instructional opportunities in teaching disciplinary In J. Ippolito & J.F. Lawrence (Ed.). What Middle and Secondary Teachers Need to Know About Adolescent Literacy. Cambridge, MA: Harvard Ed. Press.

Gaskins, I. & Phillips Galloway, E. (2010). Beyond Strategy Instruction: Looking at Person, Situation, Task, and Text Variables. In T. Gunnings & J. Collins (Ed.). Developing Struggling Students’ Higher Level Literacy. Newark, DE: International Reading Association.

Selected Conference Presentations

Phillips Galloway, E.. (July, 2020). Examining the factors that contribute to school-relevant learning in middle grade classrooms. Society for the Scientific Study of Reading (SSSR).Newport Beach, CA, USA. Conference postponed to 2022 due to COVID-19.

Meston, H. M.* & Phillips Galloway, E. (April, 2020). The Intersection of Educator and Student Linguistic Ideologies Within the Middle-Grades Classroom. American Educational Research Association (AERA). San Francisco, CA. Conference cancelled due to COVID-19. http://tinyurl.com/u39ksfd.

Phillips Galloway, E. (April, 2020). Exploring contributors to school-relevant language development: The dual role of print and peers. American Educational Research Association (AERA). San Francisco, CA. (Invited session for AERA-SRCD middle childhood fellows). Conference cancelled due to COVID-19. http://tinyurl.com/qr9qk73.

Phillips Galloway, E. (April, 2020). Exploring the role of classroom talk in supporting the academic language development of English learners. American Educational Research Association (AERA). San Francisco, CA. Conference cancelled due to COVID-19.

Phillips Galloway, E. (December, 2019). Language-Minoritized Learners’ Sense-Making of English Only Classroom Settings: Identifying Barriers and Affordances to Translingual Pedagogies. Tampa, FL.

McClain, J.B.*, Phillips Galloway, E., & Meston, H.* (December, 2019). Teachers’ Academic Language Ideologies and the Challenges of the New Demography. Literacy Research Association. Tampa, FL.

Dobbs, C. & Phillips Galloway, E. (December, 2019). Connecting with the language ideologies of our students: An investigation of teacher sensemaking around students' understandings of the academic register. Literacy Research Association. Tampa, FL.

Qin, W., Uccelli, P., & Phillips Galloway, E. (July, 2019). Beyond “getting it correct”: Academic language in summaries predict reading comprehension. Society for the Scientific Study of Reading (SSSR). Toronto, Canada.

Phillips Galloway, E., Uccelli, P., Barr, C. & Jensen, B. (March, 2019). Supportive classroom contexts for Latinx students' language development: The complex role of autonomy-supportive teaching. Society for Research in Child Development. Baltimore, MD.

McClain, J.B*. & Phillips Galloway, E. (February, 2019). Academic Language and the Access Paradox: Exploring Teachers Language Ideology about Language Minoritized Learners Use of Academic Language. National Council of Teachers of English Assembly for Research. Birmingham, AL.

Phillips Galloway, E. & Dobbs, C. (December, 2018). Strategies used by linguistically and culturally-diverse learners to express knowledge of the academic register during episodes of language-focused talk. Literacy Research Association. Indian Wells, CA.

Phillips Galloway, E. & Uccelli, P. (July, 2018). Reading Comprehension and Core Academic Language Skills Relationships for middle graders: Exploring the Value of a Register-Specific Measure of Language Knowledge. Society for Text and Discourse. Brighton, UK.

Dobbs, C. & Phillips Galloway, E. (July, 2018). Reading Comprehension and Core Academic Language Skills Relationships for middle graders: Exploring the Value of a Register-Specific Measure of Language Knowledge. Society for Text and Discourse. Brighton, UK.

Phillips Galloway, E. & Uccelli, P. (April, 2018). Linking Core Academic Language Skills to Reading Comprehension for Middle-Grade English Learners. American Educational Research Association (AERA). New York, NY.

Uccelli, P., Phillips Galloway, E., Qin, W., *Madigan, C. (April, 2018). The Linguistic Demands of Summarization: Receptive and Productive Academic Language Skills Predict the Quality of Adolescents’ Written Summaries. Conference of the American Association for Applied Linguistics (AAAL). Chicago, IL.

Dobbs, C. & Phillips Galloway, E. (December, 2017). Explicit Instruction in the Language of School: An Examination of Metalanguage as an Academic Language Scaffold. Literacy Research Association (LRA). Tampa, Florida.

Phillips Galloway, E. & Uccelli, P. (July, 2017). Mapping academic language skills and reading comprehension development in middle grade populations. 14th International Congress for the Study of Child Language (IASCL). Lyon, France.

Uccelli, P., & Phillips Galloway, E. (July, 2017). Academic Language Proficiency predicts early adolescents’ Writing Quality. 14th International Congress for the Study of Child Language (IASCL). Lyon, France.

Uccelli, P., & Phillips Galloway, E. (July, 2017). Longitudinal trajectories of academic language proficiency predict reading comprehension. Society for the Scientific Study of Reading (SSSR). Halifax, Nova Scotia, Canada.

Phillips Galloway, E., Dobbs, C., Olivo, M., Madigan, C. (July, 2017). Examining the potential of language-focused discussions for fostering metalinguistic skills in high school students. Society for the Scientific Study of Reading (SSSR). Halifax, Nova Scotia, Canada.

Dobbs, C., Phillips Galloway, E., Olivo, M., & Madigan, C. (July, 2017). Metalinguistic reflections on the pragmatic-aspects of academic language in the urban high school classroom. Society for the Scientific Study of Reading (SSSR). Halifax, Nova Scotia, Canada.

Dobbs, C. & Phillips Galloway, E. (April, 2017). Explicit Instruction in the Language of School: An Examination of Students’ Metalanguage within Academic Language Units. American Educational Research Association (AERA). San Antonio, Texas.

Phillips Galloway, E., & Uccelli, P. (April, 2017). Developmental Relations Between Academic Language Skills and Reading Comprehension in Middle Grade Populations. Society for Research on Child Development (SRCD). Austin, Texas.

Uccelli, P. & Phillips Galloway, E. (April, 2017). Core Academic Language Skills: A Relevant Construct to Understand and Promote Adolescents’ Expository Writing Quality. Society for Research on Child Development (SRCD). Austin, Texas.

Phillips Galloway, E., & Uccelli, P. (March, 2016). The Role of Academic Language Skills in the Reading Comprehension of Middle Grade Students: Evidence from Mediation Models. Society for Research on Educational Effectiveness (SREE), Washington, D.C.

Uccelli, P., Phillips Galloway, E., Aguilar, G., & Allen, M. (April, 2016). Core Academic Language Skills and Practices: Promoting Language Development Through Research-Based Empowerment and Critical Learning. American Educational Research Association (AERA), Washington, D.C.

Phillips Galloway, E., & Uccelli, P. (April, 2016). Core academic language skills: A relevant construct to understand and to promote adolescents’ expository writing quality? American Educational Research Association (AERA), Washington, D.C.

Dobbs, C., & Phillips Galloway, E. (April, 2016) Explicit instruction in the language of school: A pilot study of an academic language unit. American Educational Research Association (AERA), Washington, D.C.

Dobbs, C., Phillips Galloway, E., & Bacon, C., (July, 2015) Metalinguistic skill in a register-matching task: A qualitative pilot study of middle grade English learners. Society for the Scientific Study of Reading (SSSR), Kona, Hawaii.

Uccelli, P., Phillips Galloway, E., & Barr, C.L., (July, 2015). Beyond vocabulary: Validation of a novel instrument to capture school-relevant language skills. Society for the Scientific Study of Reading (SSSR), Kona, Hawaii.

Phillips Galloway, E., Stude, J., Dobbs, C.L. , Uccelli, P. (April, 2015). The Power of Peers: An Examination of Classroom Discussion as a Context for Developing Adolescents’ School-Relevant Metalinguistic Skills. American Educational Research Association (AERA), Chicago, IL.

Uccelli, P., Phillips Galloway, E., Kim, H. Y., & Barr, C. D. (March, 2015). Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension. Society for Research on Educational Effectiveness (SREE), Washington, D.C.

Uccelli, P., Phillips Galloway, E., & Barr, C. (March, 2015). Capturing Growth in School-Relevant Language Skills During the Upper Elementary School Years. Society for Research in Child Development (SRCD), Philadelphia, PA.

Phillips Galloway, E., Uccelli, P., & Barr, C. (July, 2014). Core Academic Language Skills: An Expanded Operational Construct and its Associations with Reading Comprehension. Presented at the Society for the Scientific Study of Reading (SSSR), Santa Fe, New Mexico.

Phillips Galloway, E., Al-Adeimi, S. Qin, W., Uccelli, P., & Meneses, A. (2014, July). Exploring Developmental Trends in Pre-Adolescents’ Definitional Skills. Presented at the Society for the Scientific Study of Reading (SSSR), Santa Fe, New Mexico.

Meneses, A. Qin, W., Phillips Galloway, E., Al-Adeimi, S. Uccelli, P. (2014, July). Exploring Trends in Adolescents’ and Pre-Adolescents’ Definitional Skills. Presented at the International Association of Child Language (IASCL), Amsterdam, Netherlands.

Uccelli, P., Phillips Galloway, E., Barr, C.L., Meneses, A., Sanchez, E., Dobbs, C.L. (2014, July). Core Academic Language Skills (CALS): An Operational Construct for Exploring Variability in Adolescents’ and Pre-Adolescents’ Academic Language Skills. Presented at the International Association of Child Language (IASCL), Amsterdam, Netherlands.

Phillips Galloway, E., Stude, J., Uccelli, P. (2014, July). The Role of Peers in Adolescents’ Talk about Academic Language. Presented at the International Association of Child Language (IASCL), Amsterdam, Netherlands.

Phillips Galloway, E., Al-Adeimi, S., Figa, M., Santilli, C., Uccelli, P., & Dobbs, C.L., (2014, April). You would talk to teachers with fancy words and more respect: Adolescents reflecting metalinguistically on the academic register. Presented at the American Educational Research Association Annual Conference, Philadelphia, PA.

Mason, P. & Phillips Galloway, E. (2013, December). Developing as Social Equity Literacy Teachers: Video Self-Analysis Projects That Move Teachers Forward. Presented at the Literacy Research Association Conference, Dallas, Texas.

Phillips Galloway, E., Lawrence, J., & Moje, E. (2013, December). Getting to the Core of Adolescent Literacy: A Framework for Meeting Common Core Challenges. Presented at the Literacy Research Association Conference, Dallas, Texas.

Uccelli, P., Phillips Galloway, E., Barr, C., Dobbs, C., Ronfard, S., Meneses, A. (2013, December). Beyond Academic Vocabulary: The CALS Construct. Presented at the Literacy Research Association Conference, Dallas, Texas.

Uccelli, P., Phillips Galloway, E., Dobbs, C., & Ronfard, S., (2013, April). General Academic Language Proficiency: A Key Predictor of Adolescents’ Reading Comprehension. Presented at the Society of Research in Child Development Biannual Meeting, Seattle, Washington.

Phillips Galloway, E., Uccelli, P., Barr, C., (2013, April). Modeling the Relationship Between Lexical, Grammatical, and Discourse Structure Knowledge and Academic Writing Proficiency for Middle-Grade Writers. Presented at the American Educational Research Association Annual Conference, San Francisco, California.

Uccelli, P., Barr, C., Dobbs, C., Phillips Galloway, E., Meneses, A., Sanchez, E., (2013, April). Identifying Cross-Disciplinary Academic Language Skills Throughout the Middle School Years. Presented at the American Educational Research Association Annual Conference, San Francisco, California.

Phillips Galloway, E. & Uccelli, P. (2013, March). Anticipating the challenges of complex texts for middle grade EL learners: A focus on academic language. Presented at the Regional Educational Laboratory Southeast, Miami, Florida.

Uccelli, P., Phillips Galloway, E., & Dobbs, C. (2012, October). Assessing Academic Language: A workshop. Presented at the Center for Research on the Educational Achievements and Teaching of English Language Learners Conference entitled: English language learners in content areas: Teaching for Achievement in the Middle Grades, Orlando, Florida.

Lawrence, J.F., Phillips Galloway, E., Yim, S., Lin, A., (2012, November). Macro-contextual factors impacting the development of proficient analytic writers: Insights into the literacy lives of adolescents gleaned from a comprehensive document analysis. Presented at the Literacy Research Association Conference, San Diego, California.

He, W., Phillips Galloway, E., Hsu, J., White, C., Lawrence, J.F., & Snow, C.E. (2012, November). Academic vocabulary instruction across the content areas: Results from a randomized trial of the Word Generation Program. Presented at the Literacy Research Association Conference, San Diego, California.

Stude, J., Phillips Galloway, E. & Uccelli, P. (2012, August). Negotiating communicative practices in schools: Student’s reelections on the academic register. Presented at Sociolinguistics Symposium 19, Berlin, Germany.

Lawrence, J.F., Phillips Galloway, E.., Yim., S.B. & Lin, A. (2012, July). Content area writing: The literacy lives of American adolescent writers and implications for EFL contexts. Presented at the Korea Association of Teachers of English (KATE) International Conference, Seoul, South Korea.

Uccelli, P., Meneses, A. , Phillips Galloway, E., Barr, C. (2012, July). To define nouns: An academic challenge that reveals later-language development in adolescent students. Presented at the Society for Text and Discourse conference, Montreal, Canada.

Phillips Galloway, E. & Gaskins, R. (2009, December). Facilitating Students' Understanding of Expository Texts in Social Studies: Applying an Instructional Approach Centered on the Essential Understandings and the Action Cycle. Presented at the National Reading Conference, Albuquerque, New Mexico.

Gaskins, I., Gaskins, R., Morris, J., Phillips Galloway, E., Rahm, M., & North, S. (2009, May). Facilitating Struggling Readers Engagement and Deep Understanding as They Interact With Narrative and Expository Texts: Integrating Four Elements--Explicit Strategies Instruction, Writing, Quality Discussions, and a Conceptual Framework. Presented at the International Reading Association Conference, Minneapolis, Minnesota.

Gaskins, R., & Phillips Galloway, E. (2008, December). Why Did They Do That?!: Making Sense of Human History Through the Essential Understandings. Presented at the National Reading Conference, Orlando, Florida.

Books

Lesaux, N.K., Phillips Galloway, E. & Marietta, S.H. (2016). Leading Advanced Literacy Instruction in Linguistically Diverse Schools: A Guide for Education Leaders. New York: Guilford Press.

Assessments

Phillips Galloway, E. (2019). Assessment of Academic Language Learning Opportunities (AARLO). Classroom Observation Measure.

Uccelli, P., Barr, C., & Phillips Galloway, E. (2016). The Core Academic Language Skills Instrument.

Popular Media Publications

Phillips Galloway, E., Dobbs, C., & Uccelli, P., (November, 2017). Good Communication Doesn’t Come Naturally. We Have to Teach It. Education Week Article.

Phillips Galloway, E. & Uccelli, P. (October, 2017). Response to “We Need to Let Students ‘Read, Read, Read.’” Education Week Blog.

Russ Harris, J., Phillips Galloway, E. & Lesaux, N. (May, 2017). Response to “ELL students are no strangers to the art of argumentation.” Education Week Blog.

Reports, Practitioner Resources, and Other Publications

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief One: Advanced Literacies for Academic Success. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Two: What Goes Into Effective Reading Comprehension. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Three: Hallmark One of Advanced Literacies Instruction: Engaging, Content-rich Texts. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Four: Hallmark Two of Advanced Literacies Instruction: Classroom Discussion. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Five: Hallmark Three of Advanced Literacies Instruction: Building Written Language. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Six: Hallmark Four of Advanced Literacies Instruction: Academic Vocabulary and Language. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Lesuax, N.K., & Phillips Galloway, E., (2017). Topic Brief Seven: Advanced Literacies Instruction: Spotlight on Interactive Units of Study. Instructional Topic Briefs prepared for the New York State Education Department. Available at: http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards

Uccelli, P., Phillips Galloway, E., Aguilar, G., & Allen, M. (2016). Academic languages and bilingualism in U.S. Latino students. Instituto Cervantes: Informes del Observatorio / Observatorio Reports.

Lesaux, N., & Phillips Galloway, E. (2016). Advanced Literacy Guide: Leading Advanced Literacy to Promote ELL’s Achievement. Prepared for the Office of English Learners and Student Support, New York City Department of Education. New York: NYC-DOE.

Uccelli, P., & Phillips Galloway, E. (2012). Supporting deep reading comprehension of academic texts through text dependent questions: A Guide for practitioners. Report to the New York City Department of Education. New York: NYC-DOE.

Phillips Galloway, E. (2011) What is deep reading comprehension?. Report to Zaner-Bloser. Columbus, OH: Zaner-Bloser.