Nell K. Duke
Nell Duke’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education.
Duke received her doctoral degree from Harvard University Graduate School of Education. She is the recipient of the American Educational Research Association Early Career Award as well as awards from the Literacy Research Association, the National Council of Teachers of English, and the International Reading Association. She currently serves as coprincipal investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation.
She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2, and the DLM Express, and speaks widely on literacy education. Duke also has a strong interest in improving the quality of educational research training in the US.
Duke, N. K., & Block, M. K. (in press). Improving reading in the primary grades. To appear in Sawhill, I., Murnane, R., & Snow, C. (Issue Eds.), Future of Children. Princeton, NJ: Princeton/Brookings.
Halvorsen, A., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., & Brown, J. M. (in press). Narrowing the achievement gap in second-grade social studies and content area literacy: The promise of a project-based approach. Theory and Research in Social Education.
Taylor, B. M., & Duke, N. K. (Eds.) (in press). Handbook of effective literacy instruction: Research-based practice K - 8. New York: Guilford.
Mallette, M. H., Duke, N. K., Strachan, S. L., Waldron, C. H., & Watanabe, L. M., (in press). A quest for synergy in literacy research methodology. To appear in N. Unrau & D. Alvermann (Eds.), Theoretical models and processes of reading. Newark, DE: International Reading Association.
Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (2012). Reading and writing genre with purpose in K – 8 classrooms. Portsmouth, NH: Heinemann.
Duke, N. K., Moses, A. M., Billman, A. K., Zhang, S., & Bennett-Armistead, V. S. (2012). The ABCs of emergent literacy [DVD and book]. New York: Scholastic.
Duke, N. K., & Mallette, M. H. (Eds.) (2011). Literacy research methodologies (2nd ed.).New York: Guilford Press.
Duke, N. K., & Carlisle, J. F. (2011). The development of comprehension. In M. L. Kamil, P. D. Pearson, E. B. Moje, and P. Afflerbach (Eds.), Handbook of Reading Research, Vol. IV (pp. 199-228). London: Routledge.
Zhang, S., & Duke, N. K. (2011). The impact of instruction in the WWWDOT Framework on students' disposition and ability to evaluate web sites as sources of information. The Elementary School Journal, 112(1), 132-154.
Duke, N. K., & Roberts, K. M. (2010). The genre-specific nature of reading comprehension. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge International Handbook of English, Language and Literacy Teaching (pp. 74-86). London: Routledge.
|9/1/2012 - ongoing||Early Childhood Education in the Context of Mathematics, Science and Literacy
Granting Agency: University of Denver; The National Science Foundation (NSF)
|9/1/2012 - ongoing||Scaling Up a Promising Approach to Narrowing the SES Achievement Gap in Primary-Grade Social Studies and Content Literacy
Granting Agency: Spencer Foundation
Last edited by Elena Godin on Fri, September 21, 2012 - 4:49:17