- Jo Worthy
Jo Worthy, a former elementary and middle school teacher, is in the language and literacy program area. She teaches classes focusing on literacy development, pedagogy, and research in the teacher preparation and graduate programs. Her major research and teaching interests are reading interests and preferences, alternatives to ability grouping, bilingual education, and students who find school challenging. I read and write a little bit of Spanish, and I speak a little less.
Ph.D., The University of Virginia
Teaches classes on literacy development, research, and pedogogy, with an interest in alternatives to ability grouping.
Member, Literacy Research Panel (LRP), International Literacy Association(2016 - 2019)
Secretary, Division C, American Educational Research Association(2006 - 2008)
Program Chair, Division C, Section I, American Educational Research Association(2005 - 2006)
Co-Editor, National Reading Conference (NRC) Yearbook(2000 - 2006)
Member, McCarthey-Dressman Educational Foundation(1999 - 2013)
Associate Editor, Educational Researcher(1998 - 2000)
Member, Editorial Review Board, Journal of Adolescent and Adult Literacy
Member, Editorial Review Board, The Reading Teacher
Reviewer, Elementary School Journal
Reviewer, Reading Research Quarterly
Reviewer, National Reading Conference (NRC) Yearbook
Member, Editorial Review Board, Research in the Teaching of English
Member, Editorial Review Board, Journal of Literacy Research
Worthy, J., Svrcek, N., Daly-Lesch, A. & Tily, S. (2018). "We know for a fact: Dyslexia interventionists and the power of authoritative discourse". Journal of Literacy Research, 50(3), 359–382. doi:https://doi-org.ezproxy.lib.utexas.edu/10.1177/1086296X18784759.
Worthy, J., Lammert, C., Long, S., Salmerón, C. & Godfrey, V. (2018). "What if we were committed to giving every individual the services and opportunities they need? Literacy teacher educators' understandings, perspectives, and practices around dyslexia.. Research in the Teaching of English, 53(2), 125–148.
Worthy, J., Salmerón, C., Long, S., Lammert, C. & Godfrey, V. (2018). "Wrestling with the politics and ideology": Teacher educators' responses to dyslexia discourse and legislation. Literacy research: Theory, methods, and practice.
Worthy, Jo., Villareal, Doris., Godfrey, Vickie., DeJulio, Sam. & Hampton, Angela. (2017). A critical analysis of dyslexia legislation in three states. Literacy Research: Theory, Method, and Practice.
Worthy, J., De Julio, S., Svrcek, N., Villareal, D., Leekeenan, K., Derbyshire, C., Wiebe, M., Lammert, C., Rubin, J. & Salmeron, C. (2016). Teachers perspectives, understandings, and experiences of dyslexia. Yearbook of the Literacy Research Association.
Worthy, J.., Nuñez, I.. & Espinoza, K.. (2016). "Wow, I get to chose now!" A longitudinal study of bilingualism and biliteracy in a young adult. Bilingual Research Journal, 39, 20–34.
Worthy, J.., Maloch, B.., Hungerford, H.., Semingson, P.. & Hampton, A.. (2015). What are the rest of the students doing? An examination of literacy centers in first grade classrooms. Language Arts, 9, 173–186.
Worthy, J.., Durán, L.., Hikida, M.., Pruitt, A.. & Peterson, K.. (2013). Spaces for dynamic bilingualism in read-aloud discussions: Developing and strengthening bilingual and academic skills. Bilingual Research Journal, 36, 311–328.
Worthy, J., Chamberlain, K., Peterson, K., Sharp, C. & Shuh, P. (2012). The importance of read-aloud and dialogue in an era of narrowed curriculum: Literature discussions in a second-grade classroom. Literacy Research and Instruction.
Worthy, J., Consalvo, A., Bogard, T., Russell, K. & Shipman, S. (2012). Restorying: Fostering academic and social growth in a primary literacy workshop. Elementary School Journal, 112, 568–589.
Worthy, J. (2010). Only the names have been changed: Ability grouping revisited.. The Urban Review, 42, 271–295.
Teachers Understandings, Perspectives, and Experiences with Dyslexia
Teachers Educators Understandings, Perspectives, and Experiences with Dyslexia
Language practices and attitudes of bilingual young adults: A longitudinal study of factors that influence Spanish maintenance and bilingualism
Dean's Distinguished Teaching Award, The University of Texas at Austin, College of Education (2014)
Regents' Outstanding Teaching Award, University of Texas System (2014)
Elizabeth Shatto Massey Award for Excellence in Teacher Education, The University of Texas at Austin (2006)
Nathaly S Batista-Morales (Co-supervisor)
Nathaly's research focuses on the preparation of Latinx teachers across contexts for decolonial methodologies and critical literacies. In her dissertation, she studied how pre-service teachers in Puerto Rico and Texas engaged and with decolonial methods and critical literacies through Zoom mediated collaborations. In her past work, she has collaborated with faculty and colleagues across program areas to study the preparation of teachers for critical literacy and the critical role of cooperating teachers in this process.
Desiree Pallais-Downing (Committee Member)
Desirée Pallais holds a PhD from the Bilingual/Bicultural program at the University of Texas at Austin. Dr. Pallais investigates cross-language and cross-cultural aspects of teaching and learning, especially with Spanish-speaking and Latino populations. Pallais main focus is on Spanish literacy, as part of a strengths-based approach for reading and writing instruction, with prospective bilingual teachers. Her work examines how assumptions derived from established ideologies and policy initiatives guide educators in different teaching and learning contexts,...
Lakeya Omogun (Committee Member)
|2020||Fall||EDC 390T: Research In Reading|
|2020||Spring||EDC 380R: Educational Research & Design|
|2019||Fall||EDC 381R: Intro To Sys Of Human Inquiry|
|2019||Fall||EDC 380R: Educational Research & Design|
|2019||Spring||EDC 380R: Educational Research & Design|
|2018||Fall||EDC 390T: 29-Reading Difficulties|
|2018||Fall||EDC 370E: 1-Reading-B|
|2018||Summer||EDC f380R: Educational Research & Design|
|2018||Spring||EDC 390T: Research In Reading|
|2018||Spring||EDC 386R: Intro To Qualitative Research|
|2017||Fall||EDC 370E: 1-Reading-B|
|2017||Summer||EDC f380R: Educational Research & Design|
|2016||Summer||EDC f380R: Educational Research & Design|
|2016||Spring||EDC 390T: 29-Reading Difficulties|
|2015||Fall||EDC 390T: Research In Reading|
|2015||Fall||EDC 370E: 1-Reading-B|
|2015||Summer||EDC f380R: Educational Research & Design|
|2015||Spring||EDC 390T: 29-Reading Difficulties|
|2014||Fall||EDC 380R: Educational Research & Design|
|2014||Fall||EDC 370E: 1-Reading-B|
|2014||Summer||EDC f380R: Educational Research & Design|
|2014||Spring||EDC 390T: 29-Reading Difficulties|