Faculty

Erin Washburn

Assistant Professor, Graduate School of Education

Office: AB-230B
Phone: 607-777-5324
Fax: 607-777-3587
E-mail: washburn@binghamton.edu

Educational Background

• Ph.D. Curriculum & Instruction – Literacy Education, Texas A&M University
• M.Ed. Curriculum & Instruction – English/Language Arts, Texas A&M University
• B.A. Speech Communications, Baylor University

Teaching Profession
Courses regularly taught

• Content Area Literacy
• Literacy Assessment and Teaching

Current Research Interests

• Reading related difficulties
• Teacher preparation
• Reading and socio-emotional learning and assessment

Selected Publications

• Washburn, E. K., & Mulcahy, C. (in review). Expanding teachers' knowledge of the English language: Principles and practices for teacher-educators. Reading and Writing Quarterly.

• Washburn, E. K.,& Cavagnetto, A. (in review). Using argument as a tool for integrating science and literacy. The Reading Teacher.

• Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K. (in press). A standardized instrument for assessing teacher knowledge of basic language constructs. Annals of Dyslexia.

• Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect validated in reading teacher education. Scientific Studies of Reading (online first edition). DOI:10.1080/10888438.2011.601434

• Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011) Teachers' knowledge of basic language concepts related to reading instruction and dyslexia.  Dyslexia, 17(2), 165-83.

• Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011).  Are preservice teachers prepared to teach struggling readers?  Annals of Dyslexia, 61, 21-43.

• Mc Tigue, E. M., Washburn, E. K., & Liew, J. (2009).  Resiliency and reading:  The role of self-efficacy in learning to read. The Reading Teacher, 62(5), 422-432.

Certifications (all from Texas)

• Master Reading Teacher
• Reading Specialist
• Speech Communications and Debate
• English as a Second Language