Selected Publications

Ash, G. E., & Saunders, J. M. (2018). From “I Don’t Like Mondays” to “Pumped Up Kicks”: Rampage school shootings in young adult novels and young adult lives. Children’s Literature in Education, 49 (1), 34-46.

Saunders, J. M., Ash, G. E, & Salazar, I., with Pruitt, R., Wallach, D., Breed, E., Saldana, S., & Szachacz, A. (2017). “We’re already somebody”: High School Students Practicing Critical Media Literacy IRL [in real life]. Journal of Adolescent and Adult Literacy, 60 (5), 515-526.

Ash, G. E., & Baumann, J. F. (2017). Vocabulary and comprehension: The nexus of meaning. In S. Israel (Ed.), Handbook of Research on Reading Comprehension (2^nd Ed.) (pp. 377-405). New York, NY: Guilford Press.

Van Overschelde, J. P., Saunders, J. M., & Ash, G. E. (2017). “Teaching is a lot more than just showing up to class and grading assignments”: Preparing middle-level teachers for longevity in the profession. Middle School Journal, 48 (5), 28-38.

Saunders, J. M., & Ash, G. E. (2013). Entering the arena: The figured worlds transitions of preservice teachers. Journal of Adolescent and Adult Literacy, 56 (6), 490-499.

Ash, G. E. (2012). Talking about Terrible Things: The craft of allegory in children’s literature (Unfettered imaginations: Exploring the craft of children’s literature.). Journal of Children’s Literature, 38 (2), 90-96.

Jackson, J. K., & Ash, G. E. (2012). Science achievement for all: Improving science performance and closing achievement gaps. Journal of Science Teacher Education. 23 (7), 723-744.

Ash, G. E. (2012). Catching lightning in a jar: The craft of metaphor in children’s literature (Unfettered imaginations: Exploring the craft of children’s literature.). Journal of Children’s Literature, 38 (1), 79-84.

Ash, G. E. (2011). How many stories can you fit in a book? Ambiguity and multiple perspectives in picture book illustrations (Unfettered imaginations: Exploring the craft of children’s literature.).   Journal of Children’s Literature, 37 (2), 65-69.

Rush, L. S., Ash, G. E., Saunders, J. M., Holschuh, J., & Ford, J. (2011). Meaningful and significant texts for adolescent readers: Tensions in text selection policies. In P. J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates, (Eds.), The 60^th Yearbook of the National Reading Conference/Literacy Research Association (pp. 336-348). Oak Creek, WI: Literacy Research Association.

Ash, G. E. (2011). Introduction: Unfettered imaginations: Exploring the craft of children’s literature. Journal of Children’s Literature, 37 (1), 71-77.

Assaf, L. C., Ash, G. E., Saunders, J. M., & Johnson, J. (2011). Renewing two seminal literacy practices: I-Charts and I-Search papers. Voices from the Middle, 18 (4), 31-42.

Ash, G. E., Assaf, L. C., & Johnson, J. (2010). Process and perseverance: Supporting meaningful and relevant research. English in Texas, 40 (1), 54-62.

Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers’ continued use of round robin reading. Reading and Writing Quarterly, 25 (1), 87-103.

Ash, G.E., & Assaf, L. (2008). “And the worth of our work shall be judged”: Literacy and literacy research definitions of JLR reviewers and NRC members. In Y. Kim, V. J. Risko, D. Compton, D. Dickinson, M. K. Hundley, R. Jiménez, K. Leander, & D. W. Rowe (Eds.), The 57^th Yearbook of the National Reading Conference (pp. 84-93). Oak Creek, WI: National Reading Conference.

Ash, G. E., & Kuhn, M. R. (2006). Meaningful oral and silent reading in the elementary and middle school classroom: Breaking the round robin reading addiction. In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 155-172). New York: Guilford Press.

Ash, G. E. (2005, October). What did Abigail mean? Literal, inferential, and critical comprehension instruction for adolescent readers. Educational Leadership, 63 (2), 36-41.

Ash, G. E. (2005, March). Living with hope, rather than doubt: Classroom assessment of adolescent literacy learning. Adolescent Literacy in Perspective. Ohio Resource Center for Mathematics, Science, and Reading ADLIT: Advancing Adolescent Literacy Instruction Together.

Ash, G. E. (2004). White Paper: Everything secondary administrators need to know, but are afraid to ask: Understanding pragmatic adolescent literacy planning. Chicago, IL: North Central Regional Educational Laboratory.

Baumann, J. F., Kaméenui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 752-785). Mahwah, NJ: Lawrence Erlbaum.

Ash, G.E. (2002, March). Teaching readers who struggle: A pragmatic middle school framework. Reading Online: The Online Journal of the International Reading Association, 5 (7).

Galda, L., Ash, G. E., & Cullinan, B. (2000). Children’s Literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 361-379). Mahwah, NJ: Lawrence Erlbaum.

Triplett, C. F., & Ash, G. E. (2000). Reflecting on the portrayal of teacher/student relationships in children’s literature. The New Advocate, 13 (3), 241-258.