Book
Proctor, C.P., Boardman, A., & Hiebert, E.F. (Eds.) (2016). Teaching Emergent Bilingual Students: Flexible approaches in an era of new standards. New York: Guilford.
Referreed journal articles and policy documents
Leighton, C.M., Ford-Connors, E., Robertson, D.A., Wyatt, J., Wagner, C.J., Proctor, C.P. & Paratore, J.R. (in press). Can we sit in a circle so we can all see each other?” Reasoning Together. The Reading Teacher.
Michener, C.M., Proctor, C.P., & Silverman, R.D. (in press). Features of instruction talk predictive of reading comprehension. Reading and Writing: An interdisciplinary journal.
Proctor, C.P., Silverman, R.D., & Harring, J.R. (in press). Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal.
Rodriguez, C., Bolt, M., Wagner, C. J., & Proctor, C. P. (in press). Can we talk? Creating opportunities for meaningful academic discussions with dual language learners. Young Children.
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.
Michener, C.M., Proctor, C.P., & Silverman, R.D. (in press). Features of instruction talk predictive of reading comprehension. Reading and Writing: An interdisciplinary journal.
Proctor, C.P., Silverman, R.D., & Harring, J.R. (in press). Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal.
Rodriguez, C., Bolt, M., Wagner, C. J., & Proctor, C. P. (in press). Can we talk? Creating opportunities for meaningful academic discussions with dual language learners. Young Children.
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. & Louick, R.L. (in press). Development of vocabulary knowledge and its relationship with reading comprehension among emergent bilingual children: An overview. (to appear in) Bar-On, Amalia & Ravid, Dorit (eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives. Berlin, Boston: De Gruyter Mouton.
Proctor, C.P. & Zhang-Wu, Q. (in press). Cross-linguistic relations among bilingual and bilterate learners: Interdisciplinary perspectives and convergences. (to appear in) V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (eds.). Learning Through Language: Toward an educationally informed theory of language learning. Cambridge, UK: Cambridge University Press.
López, F., Proctor, C.P., & Scanlan, M. (2016). 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. & Zhang-Wu, Q. (in press). Cross-linguistic relations among bilingual and bilterate learners: Interdisciplinary perspectives and convergences. (to appear in) V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (eds.). Learning Through Language: Toward an educationally informed theory of language learning. Cambridge, UK: Cambridge University Press.
López, F., Proctor, C.P., & Scanlan, M. (2016). 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.