BookS
Jones, R.L. & Proctor, C.P. (2025). Pursuing Language and Metalinguistics in K-12 Classrooms: A Framework for Critical Engagement. Routledge.
Proctor, C.P., Boardman, A., & Hiebert, E.F. (Eds.) (2016). Teaching Emergent Bilingual Students: Flexible approaches in an era of new standards. Guilford.
Proctor, C.P., Boardman, A., & Hiebert, E.F. (Eds.) (2016). Teaching Emergent Bilingual Students: Flexible approaches in an era of new standards. Guilford.
Refereed journal articles and policy documents
Kieffer, M.J., Proctor, C.P., Weaver, A., et al. (in press). Effects of heterogeneous versus homogeneous grouping on English learners’ language and literacy development: Evidence from a randomized controlled trial. American Educational Research Journal.
Yu, Q., Proctor, C. P., Ryu, E., & Silverman, R. D. (in press). Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students. Reading and Writing.
Chen, Q., Proctor, C. P., & Silverman, R. D. (2025). Epistemic modality in upper elementary students’ argument writing: a feature of argumentation. Reading and Writing, 38(5), 1461-1482.
Alvarado, J., & Proctor, C. P. (2025). Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development, 46(3), 637-653.
Jones, R.L. & Proctor, C.P. (2024). Pursuing language through critical metalinguistic engagement. Harvard Educational Review, 94.
Leider, C. M., & Proctor, C. P. (2024). Toward a dynamic idiolect: Multilingual perspectives on the “science of reading”. Educational Psychologist, 59(4), 250-262.
Ossa Parra, M. & Proctor, C.P. (2023). The translanguaging pedagogies continuum. Journal of Education, 203, 917-924.
Leider, C.M., Proctor, C.P., & Silverman, R.D. (2021). Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence? International Journal of Bilingualism and Bilingual Education, 24,605 - 621.
Leighton, C., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2021). Teacher talk that supports young multilingual students’ participation in exploratory discourse. Reading Psychology, 42, 484-503.
Proctor, C.P., Silverman, R.D., & Jones, R.L. (2021). Centering language and student voice in multilingual literacy instruction. The Reading Teacher, 75, 255 - 267.
Silverman, R.D., Proctor, C.P., Harring, J.R., Taylor, K.S., Johnson, E.M., Jones, R.L., & Lee, Y. (2021). The effect of a language and literacy intervention on upper elementary bilingual students’ argument writing. Elementary School Journal, 122, 208 - 232.
Parra, M.O. & Proctor, C.P. (2021). Translanguaging to understand language. TESOL Quarterly, 55, 766 - 794.
Daley, S.G., Xu, Y., Proctor, C.P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2020). Behavioral engagement among adolescents with reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 36, 279 - 295.
Proctor, C.P., Daley, S., Xu, Y., Graham, S., Li, Z., & Hall, T.E. (2020). Shared knowledge between reading and writing among middle school adolescent readers. Elementary School Journal, 120, 507 – 527.
Proctor, C.P., Silverman, R.D., Harring, J.R., Jones, R.L., & Hartranft, A.M. (2020). Teaching
Bilingual Learners: Effects of a language-based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55, 95 – 122. https://doi.org/10.1002/rrq.258
Leighton, C., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2019). Engaging Second-grade English Learners in Complex Texts, Topics, and Tasks. Literacy Research and Instruction, 58, 272 - 294.
Bolt, M., Rodriguez, C., *Wagner, C. J., & Proctor, C. P. (2019). Can we talk? Creating opportunities for meaningful academic discussions with dual language learners. Young Children, 74, 40 – 47.
Wagner, C.J., Parra, M.O., & Proctor, C.P. (2019). Teacher agency in a multiyear professional development collaborative. English teaching: Practice & Critique, 18, 399 – 414. https://doi.org/10.1108/ETPC-11-2018-0099
Leighton, C.M., Ford-Connors, E., Robertson, D.A., Wyatt, J., Wagner, C.J., Proctor, C.P., & Paratore, J.R. (2018). Let’s FaceTime tonight: Using digital tools to enhance coaching. The Reading Teacher, 72, 39 – 49. doi: 10.1002/trtr.1676
Michener, C.M., Proctor, C.P., & Silverman, R.D. (2018). Features of instructional talk predictive of reading comprehension. Reading and Writing: An interdisciplinary journal, 31, 725 – 756. doi: https://doi.org/10.1007/s11145-017-9807-4
Proctor, C.P., Harring, J.R., & Silverman, R.D. (2017). Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal, 40, 372 – 391.
González-Howard, M.J., McNeill, K.L., Marco-Bujosa, L.M., & Proctor, C.P. (2017). ‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation. International Journal of Science Education, 39, 528 - 547.
Wagner, C.J., Ossa Parra, M., & Proctor, C.P. (2017). The interplay between student-led discussions and argumentative writing. TESOL Quarterly, 51, 438-449
Kieffer, M.J., Petscher, Y., Proctor, C.P., & Silverman, R.D. (2016). Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades. Scientific Studies of Reading, 20, 436 - 454.
Beaulieu-Jones, L. & Proctor, C.P. (2016). A blueprint for implementing small group collaborative discussions. The Reading Teacher, 69, 677 - 682.
Louick, R., Leider, C.M., Daley, S.G., Proctor, C.P., & Gardner, G. (2016). Motivation for Reading Among Struggling Middle School Readers: A mixed-methods study. Learning and Individual Differences, 49, 260 - 269.
Brisk, M.E. & Proctor, C.P. (Eds.) (2015). Educación y bilingüismo. Miríada Hispánica, 10.
Michener, C. J., Sengupta-Irving, T., Proctor, C. P., & Silverman, R. D. (2015). Culturally sustaining pedagogy within monolingual language policy: Variability in instruction. Language Policy, 14, 199 - 220.
Proctor, C.P., Harring, J.R., & Silverman, R.D. (2015). Comparing reading profiles of biliterate Latino/a children in elementary school: Evidence from the simple view of reading. Miríada Hispánica, 10, 59 - 82.
Silverman, R.D., Coker, D., Proctor, C.P., Harring, J.R., Piantedosi, K.W., & Meyer, A.G. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. Elementary School Journal, 103 - 125.
Silverman, R.D., Proctor, C.P., Harring, J.R., Hartfranft, A.M., Doyle, B., & Zelinke, S.B. (2015). Language skills and reading comprehension in English monolingual and Spanish-English bilingual children in grades 2 - 5. Reading and Writing, 28, 1381 - 1405.
Leider, C.M., Proctor, C.P., & Silverman, R.D. (2014). The biliteracy translation measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal 1(2), 9 - 24.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014).Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx.
Proctor, C.P., Daley, S., Louick, R., Leider, C.M., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76 - 83. doi:10.1016/j.lindif.2014.10.014
Silverman, R. D., Proctor, C. P., Harring, J. R., Meyer, A., Doyle, B., & Mitchell, M. (2014). Teachers' instruction and students' vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49, 31 - 60.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J.R. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading and Writing, 9, 1459 - 1485.
Proctor, C.P. (2013). Interactions between literacy and technology: The core of teaching and learning. Perspectives (Spring), 3 – 6.
Brisk, M. & Proctor, C.P. (2012). Challenges and Supports for ELLs in Bilingual Programs. In Hakuta, K. & Santos, M. (Eds.). Understanding Language: Language, literacy, and learning in the content areas. Available at: ell.stanford.edu/publication/challenges-and-supports-ells-bilingual-programs
Proctor, C.P., Silverman, Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25, 1635 – 1644.
Dalton, B., Proctor, C.P., Uccelli, P., Mo E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68-100.
Proctor, C.P., Dalton, D., Uccelli, P., Biancarosa, G., Mo, E., Snow, C.E., & Neugebauer, S. (2011). Improving Comprehension Online (ICON): Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An interdisciplinary journal, 24(5), 517-544.
Proctor, C.P. & Silverman, R.D. (2011). Confounds in assessing the associations between biliteracy and English language proficiency. Educational Researcher, 40(2), 62-64.
Greenfield, R., Rinaldi, C., Proctor, C.P., & Cardarelli, A. (2010). Teachers’ perceptions of a RTI reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(1), 47-63.
Proctor, C.P., August, D, Snow, C.E., & Barr, C. (2010). The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual Research Journal, 33(1), 5-20.
Proctor, C.P., August, D., Carlo, M.S., & Barr, C. (2010). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners. Journal of Social Issues, 66(1), 79-94.
Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding depth of vocabulary online with bilingual and monolingual children. Reading and Writing Quarterly, 25(4), 311-333.
Proctor, C.P. & Mo, E. (2009). The relationship between cognate awareness and English comprehension among Spanish-English bilingual fourth grade students. TESOL Quarterly, 43(1), 126-136.
Proctor, C.P., Dalton, B., & Grisham, D. (2007). Scaffolding English language learners and struggling readers in a multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, C.P., Snow, C.E., August, D., Calderón, M., & Carlo, M.S. (2007). Learning to read in a low status language: Factors contributing to bilingual fifth graders’ reading achievement in English and Spanish. Applied Psycholinguistics, 28, 171-190.
Proctor, C.P., August, D., Carlo, M.S., & Snow, C.E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology 98(1), 159-69.
August D., Snow, C., Carlo, M., Proctor, C.P., Rolla, A., Duursma, E., Szuber, A. (2006). Literacy development in elementary school second-language learners. Topics in Language Disorders, 26(4), 351-364.
Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246-56.
August, D., Carlo, M., Calderón, M., & Proctor, C.P. (2005). Development of literacy in Spanish-speaking English language learners: Findings from a longitudinal study of elementary school children. Perspectives, 31(2), 17-19.
Yu, Q., Proctor, C. P., Ryu, E., & Silverman, R. D. (in press). Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students. Reading and Writing.
Chen, Q., Proctor, C. P., & Silverman, R. D. (2025). Epistemic modality in upper elementary students’ argument writing: a feature of argumentation. Reading and Writing, 38(5), 1461-1482.
Alvarado, J., & Proctor, C. P. (2025). Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development, 46(3), 637-653.
Jones, R.L. & Proctor, C.P. (2024). Pursuing language through critical metalinguistic engagement. Harvard Educational Review, 94.
Leider, C. M., & Proctor, C. P. (2024). Toward a dynamic idiolect: Multilingual perspectives on the “science of reading”. Educational Psychologist, 59(4), 250-262.
Ossa Parra, M. & Proctor, C.P. (2023). The translanguaging pedagogies continuum. Journal of Education, 203, 917-924.
Leider, C.M., Proctor, C.P., & Silverman, R.D. (2021). Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence? International Journal of Bilingualism and Bilingual Education, 24,605 - 621.
Leighton, C., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2021). Teacher talk that supports young multilingual students’ participation in exploratory discourse. Reading Psychology, 42, 484-503.
Proctor, C.P., Silverman, R.D., & Jones, R.L. (2021). Centering language and student voice in multilingual literacy instruction. The Reading Teacher, 75, 255 - 267.
Silverman, R.D., Proctor, C.P., Harring, J.R., Taylor, K.S., Johnson, E.M., Jones, R.L., & Lee, Y. (2021). The effect of a language and literacy intervention on upper elementary bilingual students’ argument writing. Elementary School Journal, 122, 208 - 232.
Parra, M.O. & Proctor, C.P. (2021). Translanguaging to understand language. TESOL Quarterly, 55, 766 - 794.
Daley, S.G., Xu, Y., Proctor, C.P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2020). Behavioral engagement among adolescents with reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 36, 279 - 295.
Proctor, C.P., Daley, S., Xu, Y., Graham, S., Li, Z., & Hall, T.E. (2020). Shared knowledge between reading and writing among middle school adolescent readers. Elementary School Journal, 120, 507 – 527.
Proctor, C.P., Silverman, R.D., Harring, J.R., Jones, R.L., & Hartranft, A.M. (2020). Teaching
Bilingual Learners: Effects of a language-based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55, 95 – 122. https://doi.org/10.1002/rrq.258
Leighton, C., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2019). Engaging Second-grade English Learners in Complex Texts, Topics, and Tasks. Literacy Research and Instruction, 58, 272 - 294.
Bolt, M., Rodriguez, C., *Wagner, C. J., & Proctor, C. P. (2019). Can we talk? Creating opportunities for meaningful academic discussions with dual language learners. Young Children, 74, 40 – 47.
Wagner, C.J., Parra, M.O., & Proctor, C.P. (2019). Teacher agency in a multiyear professional development collaborative. English teaching: Practice & Critique, 18, 399 – 414. https://doi.org/10.1108/ETPC-11-2018-0099
Leighton, C.M., Ford-Connors, E., Robertson, D.A., Wyatt, J., Wagner, C.J., Proctor, C.P., & Paratore, J.R. (2018). Let’s FaceTime tonight: Using digital tools to enhance coaching. The Reading Teacher, 72, 39 – 49. doi: 10.1002/trtr.1676
Michener, C.M., Proctor, C.P., & Silverman, R.D. (2018). Features of instructional talk predictive of reading comprehension. Reading and Writing: An interdisciplinary journal, 31, 725 – 756. doi: https://doi.org/10.1007/s11145-017-9807-4
Proctor, C.P., Harring, J.R., & Silverman, R.D. (2017). Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal, 40, 372 – 391.
González-Howard, M.J., McNeill, K.L., Marco-Bujosa, L.M., & Proctor, C.P. (2017). ‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation. International Journal of Science Education, 39, 528 - 547.
Wagner, C.J., Ossa Parra, M., & Proctor, C.P. (2017). The interplay between student-led discussions and argumentative writing. TESOL Quarterly, 51, 438-449
Kieffer, M.J., Petscher, Y., Proctor, C.P., & Silverman, R.D. (2016). Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades. Scientific Studies of Reading, 20, 436 - 454.
Beaulieu-Jones, L. & Proctor, C.P. (2016). A blueprint for implementing small group collaborative discussions. The Reading Teacher, 69, 677 - 682.
Louick, R., Leider, C.M., Daley, S.G., Proctor, C.P., & Gardner, G. (2016). Motivation for Reading Among Struggling Middle School Readers: A mixed-methods study. Learning and Individual Differences, 49, 260 - 269.
Brisk, M.E. & Proctor, C.P. (Eds.) (2015). Educación y bilingüismo. Miríada Hispánica, 10.
Michener, C. J., Sengupta-Irving, T., Proctor, C. P., & Silverman, R. D. (2015). Culturally sustaining pedagogy within monolingual language policy: Variability in instruction. Language Policy, 14, 199 - 220.
Proctor, C.P., Harring, J.R., & Silverman, R.D. (2015). Comparing reading profiles of biliterate Latino/a children in elementary school: Evidence from the simple view of reading. Miríada Hispánica, 10, 59 - 82.
Silverman, R.D., Coker, D., Proctor, C.P., Harring, J.R., Piantedosi, K.W., & Meyer, A.G. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. Elementary School Journal, 103 - 125.
Silverman, R.D., Proctor, C.P., Harring, J.R., Hartfranft, A.M., Doyle, B., & Zelinke, S.B. (2015). Language skills and reading comprehension in English monolingual and Spanish-English bilingual children in grades 2 - 5. Reading and Writing, 28, 1381 - 1405.
Leider, C.M., Proctor, C.P., & Silverman, R.D. (2014). The biliteracy translation measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal 1(2), 9 - 24.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014).Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx.
Proctor, C.P., Daley, S., Louick, R., Leider, C.M., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76 - 83. doi:10.1016/j.lindif.2014.10.014
Silverman, R. D., Proctor, C. P., Harring, J. R., Meyer, A., Doyle, B., & Mitchell, M. (2014). Teachers' instruction and students' vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49, 31 - 60.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J.R. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading and Writing, 9, 1459 - 1485.
Proctor, C.P. (2013). Interactions between literacy and technology: The core of teaching and learning. Perspectives (Spring), 3 – 6.
Brisk, M. & Proctor, C.P. (2012). Challenges and Supports for ELLs in Bilingual Programs. In Hakuta, K. & Santos, M. (Eds.). Understanding Language: Language, literacy, and learning in the content areas. Available at: ell.stanford.edu/publication/challenges-and-supports-ells-bilingual-programs
Proctor, C.P., Silverman, Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25, 1635 – 1644.
Dalton, B., Proctor, C.P., Uccelli, P., Mo E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68-100.
Proctor, C.P., Dalton, D., Uccelli, P., Biancarosa, G., Mo, E., Snow, C.E., & Neugebauer, S. (2011). Improving Comprehension Online (ICON): Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An interdisciplinary journal, 24(5), 517-544.
Proctor, C.P. & Silverman, R.D. (2011). Confounds in assessing the associations between biliteracy and English language proficiency. Educational Researcher, 40(2), 62-64.
Greenfield, R., Rinaldi, C., Proctor, C.P., & Cardarelli, A. (2010). Teachers’ perceptions of a RTI reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(1), 47-63.
Proctor, C.P., August, D, Snow, C.E., & Barr, C. (2010). The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual Research Journal, 33(1), 5-20.
Proctor, C.P., August, D., Carlo, M.S., & Barr, C. (2010). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners. Journal of Social Issues, 66(1), 79-94.
Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding depth of vocabulary online with bilingual and monolingual children. Reading and Writing Quarterly, 25(4), 311-333.
Proctor, C.P. & Mo, E. (2009). The relationship between cognate awareness and English comprehension among Spanish-English bilingual fourth grade students. TESOL Quarterly, 43(1), 126-136.
Proctor, C.P., Dalton, B., & Grisham, D. (2007). Scaffolding English language learners and struggling readers in a multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, C.P., Snow, C.E., August, D., Calderón, M., & Carlo, M.S. (2007). Learning to read in a low status language: Factors contributing to bilingual fifth graders’ reading achievement in English and Spanish. Applied Psycholinguistics, 28, 171-190.
Proctor, C.P., August, D., Carlo, M.S., & Snow, C.E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology 98(1), 159-69.
August D., Snow, C., Carlo, M., Proctor, C.P., Rolla, A., Duursma, E., Szuber, A. (2006). Literacy development in elementary school second-language learners. Topics in Language Disorders, 26(4), 351-364.
Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246-56.
August, D., Carlo, M., Calderón, M., & Proctor, C.P. (2005). Development of literacy in Spanish-speaking English language learners: Findings from a longitudinal study of elementary school children. Perspectives, 31(2), 17-19.
Book Chapters and Reviews
Proctor, C.P. (in press). Critical and Developmental Perspectives in Literacy and Curriculum. To appear in S. Neumann & M. Kuhn (Eds.), Handbook on the Science of Literacy in Grades 3-8. Guilford.
Proctor, C.P. & Silverman, R.D. (in press). The Role of Language in Reading Comprehension: Instructional Implications for Teachers of Multilingual Learners. To appear in R.D. Silverman and K. Keane (Eds.), PK-6 Language and Literacy Instruction Beyond Decoding. Guilford.
Alvarado, J. & Proctor, C.P. (2022). Cultivating bilingual education in Massachusetts: From survival to restoration. In B.B. Flores, C.R. Aquino-Sterling, & M. Gort (Eds.), Innovative Curricular and Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with School Contexts (pp. 51 - 63). Information Age.
Proctor, C.P. & Chang-Bacon, C. (2020). Demographic Realities and Methodological Flexibility in Literacy Teaching and Research. In E.B. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (eds.). Handbook of Reading Research, Vol. V. (pp. 17 – 36). Longman.
Proctor, C.P. & Zhang-Wu, Q. (2019). Cross-linguistic relations among bilingual and bilterate learners: Interdisciplinary perspectives and convergences. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (eds.). Learning Through Language: Toward an educationally informed theory of language learning (pp. 218 – 234). Cambridge, UK: Cambridge University Press.
Proctor, C.P. & Louick, R. (2018). Development of vocabulary knowledge and its relationship with reading comprehension among emergent bilingual children: An overview. In Bar-On, Amalia & Ravid, Dorit (eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives (pp. 643 - 666). Berlin, Boston: De Gruyter Mouton
López, F., Proctor, C.P., & Scanlan, M. (2017). The use of formative assessment to improve instruction of English learners and evaluation of teachers. In R.E. Gabriel & R.L. Allington (eds.). Evaluating literacy instruction: Principles and promising practices (pp. 134 – 150). New York: Routledge.
Ossa Parra, M., Wagner, C.J., Proctor, C.P., Leighton, C., Robertson, D.A., Paratore, J., & Ford-Connors, E. (2016). Dialogic Reasoning. Supporting emergent bilingual students' language and literacy development. In C.P. Proctor, A. Boardman, & E. Hiebert (Eds.) Teaching Emergent Bilingual Students: Flexible approaches in an era of new standards (pp. 119 - 137). New York: Guilford.
Brisk, M.E. & Proctor, C. P. (2015). What do the Common Core State Standards mean for bilingual education? In G. Valdés, K. Menken, & M. Castro (Eds.) Common Core bilingual and English language learners: A resource for educators (pp. 15-16). Philadelphia, PA: Caslon Publishing.
Ford-Connors, E., Robertson, D.A., Leighton, C.M., Paratore, J.R., Proctor, C.P., & Carney, M. (2015). Comprehension instruction within the context of the Common Core. In S.R. Parris & K. Headley (Eds.), Comprehension Instruction: Research-Based Practices (pp. 105 – 122). New York: Guilford Press.
Gordon, D., Proctor, C. P., & Dalton, B. (2012). Reading strategy instruction, universal design forlearning, and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications (pp. 25-37). New York: Guilford Press.
Proctor, C.P. (2011). "Get starting in English": Teaching for vocabulary depth with bilingual learners. In R.L. McCormack & J.R. Paratore (Eds.). After Early Intervention, Then What? Teaching struggling readers in grades 3 and beyond (pp. 42 - 65). Newark, DE: International Reading Association.
Proctor, C.P. (2011). Review of “Latino Children Learning English: Steps in the journey” by G. Valdés, S. Capitelli, & L. Alvarez. Teachers’ College Record, Date Published: March 15, 2011. Available at: http://www.tcrecord.org/Content.asp?ContentId=16365
Dalton, B. & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of new literacies. J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of New Literacies (pp. 297-324). Mahwah, NJ: Erlbaum.
Strangman, A., Meyer, A., Hall, T., & Proctor, C.P. (2008). New technologies and Universal Design for Learning in the foreign language classroom. In T. Berberi, E.C. Hamilton, & I.M. Sutherland (Eds), Worlds Apart? Disability and Foreign Language Learning (pp. 164-177). New Haven, CT: Yale University Press.
Dalton, B. & Proctor, C.P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D. McNamara (Ed.), Reading Comprehension Strategies: Theory, Interventions, and Technologies (pp. 421-440). Mahwah, NJ: Erlbaum.
Proctor, C.P. & Silverman, R.D. (in press). The Role of Language in Reading Comprehension: Instructional Implications for Teachers of Multilingual Learners. To appear in R.D. Silverman and K. Keane (Eds.), PK-6 Language and Literacy Instruction Beyond Decoding. Guilford.
Alvarado, J. & Proctor, C.P. (2022). Cultivating bilingual education in Massachusetts: From survival to restoration. In B.B. Flores, C.R. Aquino-Sterling, & M. Gort (Eds.), Innovative Curricular and Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with School Contexts (pp. 51 - 63). Information Age.
Proctor, C.P. & Chang-Bacon, C. (2020). Demographic Realities and Methodological Flexibility in Literacy Teaching and Research. In E.B. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (eds.). Handbook of Reading Research, Vol. V. (pp. 17 – 36). Longman.
Proctor, C.P. & Zhang-Wu, Q. (2019). Cross-linguistic relations among bilingual and bilterate learners: Interdisciplinary perspectives and convergences. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (eds.). Learning Through Language: Toward an educationally informed theory of language learning (pp. 218 – 234). Cambridge, UK: Cambridge University Press.
Proctor, C.P. & Louick, R. (2018). Development of vocabulary knowledge and its relationship with reading comprehension among emergent bilingual children: An overview. In Bar-On, Amalia & Ravid, Dorit (eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives (pp. 643 - 666). Berlin, Boston: De Gruyter Mouton
López, F., Proctor, C.P., & Scanlan, M. (2017). The use of formative assessment to improve instruction of English learners and evaluation of teachers. In R.E. Gabriel & R.L. Allington (eds.). Evaluating literacy instruction: Principles and promising practices (pp. 134 – 150). New York: Routledge.
Ossa Parra, M., Wagner, C.J., Proctor, C.P., Leighton, C., Robertson, D.A., Paratore, J., & Ford-Connors, E. (2016). Dialogic Reasoning. Supporting emergent bilingual students' language and literacy development. In C.P. Proctor, A. Boardman, & E. Hiebert (Eds.) Teaching Emergent Bilingual Students: Flexible approaches in an era of new standards (pp. 119 - 137). New York: Guilford.
Brisk, M.E. & Proctor, C. P. (2015). What do the Common Core State Standards mean for bilingual education? In G. Valdés, K. Menken, & M. Castro (Eds.) Common Core bilingual and English language learners: A resource for educators (pp. 15-16). Philadelphia, PA: Caslon Publishing.
Ford-Connors, E., Robertson, D.A., Leighton, C.M., Paratore, J.R., Proctor, C.P., & Carney, M. (2015). Comprehension instruction within the context of the Common Core. In S.R. Parris & K. Headley (Eds.), Comprehension Instruction: Research-Based Practices (pp. 105 – 122). New York: Guilford Press.
Gordon, D., Proctor, C. P., & Dalton, B. (2012). Reading strategy instruction, universal design forlearning, and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications (pp. 25-37). New York: Guilford Press.
Proctor, C.P. (2011). "Get starting in English": Teaching for vocabulary depth with bilingual learners. In R.L. McCormack & J.R. Paratore (Eds.). After Early Intervention, Then What? Teaching struggling readers in grades 3 and beyond (pp. 42 - 65). Newark, DE: International Reading Association.
Proctor, C.P. (2011). Review of “Latino Children Learning English: Steps in the journey” by G. Valdés, S. Capitelli, & L. Alvarez. Teachers’ College Record, Date Published: March 15, 2011. Available at: http://www.tcrecord.org/Content.asp?ContentId=16365
Dalton, B. & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of new literacies. J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of New Literacies (pp. 297-324). Mahwah, NJ: Erlbaum.
Strangman, A., Meyer, A., Hall, T., & Proctor, C.P. (2008). New technologies and Universal Design for Learning in the foreign language classroom. In T. Berberi, E.C. Hamilton, & I.M. Sutherland (Eds), Worlds Apart? Disability and Foreign Language Learning (pp. 164-177). New Haven, CT: Yale University Press.
Dalton, B. & Proctor, C.P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D. McNamara (Ed.), Reading Comprehension Strategies: Theory, Interventions, and Technologies (pp. 421-440). Mahwah, NJ: Erlbaum.
Popular Press
Proctor, C.P. (2016, July 10). A poor LOOK at language ed [Letter to the editor]. The Boston Herald. Retrieved September 27, 2016 from: http://www.bostonherald.com/opinion/op_ed/2016/07/porter_a_poor_look_at_language_ed
Proctor, C.P. & Páez, M. (2015, April 10). Boston’s failings highlight flaws in state’s English immersion law [Letter to the editor].The Boston Globe. Retrieved September 27, 2016 from: http://www.bostonglobe.com/opinion/editorials/2015/04/11/boston-failings-highlight-flaws-state-englishimmersion-law/pVw9PHvZubBmZqUsWNpc1J/story.html
Proctor, C.P. (2014, April 11). Dever’s struggles are sign of state’s failure to make full investment [Letter to the editor]. The Boston Globe. Retrieved July 8, 2014 from: http://www.bostonglobe.com/opinion/editorials/2014/04/10/dever-struggles-are-sign-state-failure-makefull-investment/SJlbwH1Ie7dlklq15gt1EM/story.html
Proctor, C.P. (2007, June 29). Mom Always Said You Were Smarter [Letter to the editor]. The New York Times, p. A.18. <retrieved June 7, 2011 from: http://query.nytimes.com/gst/fullpage.html?res=9F06E4DC173EF93AA15755C0A9619C8B63>
Proctor, C.P. (1997, December 29). Portion of story should have been written in Spanish. Bilingualism makes America stronger [Letter to the editor]. The Boston Globe, p. A.15.
Proctor, C.P. (1998, July 8). A Lesson About the Oppressed and the Oppressors [Letter to the editor]. The Boston Globe, p. A.20. Click for both Globe pubs.
Proctor, C.P. & Páez, M. (2015, April 10). Boston’s failings highlight flaws in state’s English immersion law [Letter to the editor].The Boston Globe. Retrieved September 27, 2016 from: http://www.bostonglobe.com/opinion/editorials/2015/04/11/boston-failings-highlight-flaws-state-englishimmersion-law/pVw9PHvZubBmZqUsWNpc1J/story.html
Proctor, C.P. (2014, April 11). Dever’s struggles are sign of state’s failure to make full investment [Letter to the editor]. The Boston Globe. Retrieved July 8, 2014 from: http://www.bostonglobe.com/opinion/editorials/2014/04/10/dever-struggles-are-sign-state-failure-makefull-investment/SJlbwH1Ie7dlklq15gt1EM/story.html
Proctor, C.P. (2007, June 29). Mom Always Said You Were Smarter [Letter to the editor]. The New York Times, p. A.18. <retrieved June 7, 2011 from: http://query.nytimes.com/gst/fullpage.html?res=9F06E4DC173EF93AA15755C0A9619C8B63>
Proctor, C.P. (1997, December 29). Portion of story should have been written in Spanish. Bilingualism makes America stronger [Letter to the editor]. The Boston Globe, p. A.15.
Proctor, C.P. (1998, July 8). A Lesson About the Oppressed and the Oppressors [Letter to the editor]. The Boston Globe, p. A.20. Click for both Globe pubs.