Faculty

Marla Mallette

Associate Professor, Graduate School of Education

Office: AB-244
Phone: 607-777-7331
Fax: 607-777-3587
E-mail:mmallett@binghamton.edu

Educational Background

PhD, Literacy Education, University of Nevada, Las Vegas
MEd, Literacy, University of Nevada, Las Vegas
BA, Elementary & Early Childhood Education, Southern Illinois University Carbondale

Teaching Profession
Courses regularly taught

Reading and Language Studies Research Seminar
Reading in the Elementary School
Improving School Reading Programs
Advanced Diagnostic Teaching of Reading
Emergent Literacy

Current Research Interests

Literacy Assessment
Early Literacy
Literacy Difficulties
Research Methodologies / Mixed Methods Research

Selected Publications

Books

Mallette, M. H., & Barone, D. M. (Eds.) (in press). Best practices in early literacy. New York, NY: Guilford.
Duke, N. K., & Mallette, M. H. (Eds.). (2011). Literacy research methodologies (2nd ed.). New York, NY: Guilford.
Karchmer, R. A., Mallette, M. H., Kara-Soteriou, J., & Leu, D. J. (Eds.). (2005). Innovative approaches to literacy education: Using the Internet to support new literacies. Newark, DE: International Reading Association.
Barone, D. M., Mallette, M. H., & Xu, H. (2005). Teaching early literacy: Development, assessment and instruction. New York, NY: Guilford.

Book Chapters

Mallette, M. H., Duke, N. K., Strachen, S. L., Waldron, C. H., & Watanabe, L. M. (in press). Synergy in literacy research methodology. In N. Unrau & D. E. Alvermann (Eds.), Theoretical models and processes of reading (6th ed.). Newark, DE: International Reading Association.
Onwuegbuzie, A. J., & Mallette, M. H. (2011). Using mixed method in literacy research. In N. K. Duke, & M. H. Mallette (Eds.), Literacy Research Methodologies (2nd ed). New York, NY: Guilford.
Karchmer, R. A., Mallette, M. H., & Leu, D. J. (2003). Early literacy in a digital age: Moving from a singular book literacy to the multiple literacies of networked information and communication technologies. In D. M. Barone & L. M. Morrow (Eds.), Literacy and young children (pp. 175-194). New York, NY: Guilford.

Articles

Benge, C., Onwuegbuzie, A. J., Mallette, M. H., & Burgess, M. L. (2010). Doctoral students' perceptions of barriers to reading empirical literature: A mixed analysis. International Journal of Doctoral Studies, 5, 55-77.
Mallette, M. H., Schreiber, J. B., Caffey, C. S., Carpenter, T., Hunter, M. (2009). Exploring the value of a summer literacy program on the learning of at-risk adolescents. Literacy Research and Instruction, 48, 172-184.
Mallette, M. H., McKinney, M., Moffit, C., Girlado, E., & Levitt, G. (2008). Developing, negotiating, and enacting literacy curriculum. National Reading Conference Yearbook, Oak Creek, WI: National Reading Conference.
Mallette, M. H., Henk, W. A., Waggoner, J. E., & Delaney, C. (2005). What matters most? A survey of accomplished middle level educators' beliefs and values about literacy. Action in Teacher Education, Themed Issue: Is Every Teacher a Teacher of Reading, 27(2), 33-42.
Miles, P., A., Stegle, K. W., Hubbs, K. G., Henk, W. A., & Mallette, M. H. (2004/2005). The Anna Plan: A whole class support model for early literacy. The Reading Teacher, 54, 318-327.
Mallette, M. H., Henk, W. A., & Melnick, S. A. (2004). The influence of Accelerated Reader on the affective literacy orientations of intermediate level children. Journal of Literacy Research, 36, 73-84.
Mallette, M. H., & Karchmer, R. A. (2002). Internet inquiry-based learning in literacy methods courses: Lessons learned from preparing preservice teachers to integrate technology in their own teaching. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), The fifty-second yearbook of the National Reading Conference. Chicago: National Reading Conference.
Duke, N. K., & Mallette, M. H. (2001). Preparation for new literacy researchers in multi-epistemological, multi-methodological times. Journal of Literacy Research, 33, 345-360. (Invited manuscript)
Mallette, M. H., Kile, R. S., Smith, M. M., McKinney, M., & Readence, J. E. (2000). Constructing meaning about reading difficulties: Preservice teachers beginning to think about pedagogy. Teaching and Teacher Education, 16, 593-612.

Other Professional Activities

Co-Editor, The Reading Teacher (2010-2015)
Guest Editor, Research in the School (2012)
Themed issue on Literacy and Social Networking/Web 2.0
Chair, Student Outstanding Research Award Committee, (2010-2012)
Literacy Research Association
Area Co-Chair for the Annual Conference, (2010-2012)
Literacy Research Association

Selected Recognitions

Albert J. Kingston Award for Distinguished Service (2011), Literacy Research Association
College of Education and Human Services Teacher of the Year Award (2005), Southern Illinois University Carbondale