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Other Publications

Reinking, D., & Reinking, S. L. (2022).  Why phonics (in English) is so difficult to teach, learn, and apply: What caregivers and teachers need to know. The Journal of Reading Recovery, 22 (1), 5-19.


Yaden Jr, D. B., Reinking, D., & Smagorinsky, P. (2021). The trouble with binaries: A perspective on the science of reading. Reading Research Quarterly, 56, S119-S129.


Reinking, D., & Yaden, D. J.  (2020).  Do we need more productive theorizing?  A commentary. Reading Research Quarterly, Advance online publication.


Bradley, B., Reinking, D., Colwell, J., Hall, L., Fisher, D., Fey, N., & Baumann, J.  (2012).  Clarifying formative experiments in literacy

     research.  In P. J. Dunston, S. K. Fullerton, C. C., Bates, K. Headley, P. M. Stecker (Eds.)  61st Yearbook of the Literacy Research

     Association (pp. 410-420), Oak Creek, WI:  Literacy Research Association.

Colwell, J., Hutchison, A. C., & Reinking, D. (2012). Using social network blogs to promote literacy response during teachers’ professional

     development. Language Arts, 89, 230-241.

Reinking, D. (2011). Beyond the laboratory and lens: New metaphors for literacy research. In P. L. Dunston, L. B. Gambrell, S. K.

    Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 1-17). Oak Creek, WI:       Literacy Research Association.

Bradley, B.A., & Reinking, D. (2010). Enhancing research and practice in early childhood through formative and design experiments. Early        Child Development and Care, 175(7-8), 1-15.

Hutchison, A., & Reinking, D. (2010). A national survey of barriers to integrating information and communication technologies into

     literacy instruction. In R. Jimenez, V. Risko, M. Hundley, & D. Rowe (Eds.), Fifty-Ninth Yearbook of the National Reading Conference         (pp.-230-243). National Reading Conference. Milwaukee, WI.

Beach, R., Carter, A., East, D., Johnston, P., Reinking, D., Smith-Burke, T., & Stahl, N. (2007). Resisting commercial influences on

     accessing scholarship: What literacy researchers need to know and do. In D. W. Rowe, R. T. Jimenez, D. L. Compton, D. K. Dickinson,

     Y. Kim, K. M. Leander, & V. J. Risko (Eds.), 56th yearbook of the National Reading Conference, (pp. 96-124). National Reading

     Conference. Milwaukee, WI.

Reinking, D. (2004). Why literacy researchers have little influence on policy and what to do about it: A commentary. In J. Worthy, B.

     Maloch, J. V. Hoffman, & D. L. Schallert (Eds.). 53rd yearbook of the national reading conference (pp. 296-307). Oak Creek, WI:

     National Reading Conference.

Reinking, D., Labbo, L.D., & McKenna, M.C. (2000). From assimilation to accommodation: A developmental framework for integrating digital

     technologies into literacy research and instruction. Journal of Research in Reading, 23, 110-122.

Hagood, M.C., Stevens, L.P., & Reinking, D. (2002). What do THEY have to teach US? Talkin’ cross generations! In D. Alvermann (Ed.),

     Adolescents and Literacies in a Digital World. (pp. 68-83). New York: Peter Lang.

Labbo, L.D., & Reinking, D. (2001). Computer-based instruction in reading education In J. Many (Ed.), Handbook of instructional practices for

     literacy teacher-educators: Examples and reflections from the teaching lives of literacy scholars (pp. 293-300). Mahwah, NJ: Erlbaum.

Labbo, L.D., & Reinking, D. (2000). Once upon an electronic story time.  The New Advocate, 13(1), 25-32.

Reinking, D., & Watkins, J.  (2000).  A formative experiment investigating the use of multimedia book reviews to increase elementary students’

     independent reading.  Reading Research Quarterly, 35, 384-419.

Tao, L., & Reinking, D. (2000). E-mail and literacy education. Reading & Writing Quarterly, 16, 169-174.

Labbo, L.D., & Reinking, D. (1999).  Negotiating the multiple realities of technology in literacy research and instruction.  Reading Research

     Quarterly, 34, 478-492.

Labbo, L.D., Reinking, D., & McKenna, M.C. (1999). The use of technology in literacy programs. In L. Gambrell , L. Morrow, S. Neuman, &

     M. Pressley (Eds.), Best practices in literacy instruction. (pp. 311-327). New York: Guilford Press.


McKenna, M.C., Reinking, D., & Labbo, L. D., & Kieffer, R. D. (1999). The electronic transformation of literacy and its implications for the      

     struggling reader. Reading and Writing Quarterly, 15, 111-126.

McKenna, M., Reinking, D., & Labbo, L. D. (1999). The role of technology in the reading clinic: Its past and potential. In P. Mosenthal

     (Series Ed.) & D. Evensen & P. Mosenthal (Vol. Eds.), Advances in reading/language research: Vol. 6. Reconsidering the role of the

     reading clinic in new age of literacy (pp. 347-364). Stamford, CT: JAI Press.

Reinking, D. (1999). Whither the book? A commentary. Computers in the Schools, 15(1), 101-107.Note. Co-published simultaneously in J.

     Blanchard (Ed.) Educational computing in the schools: Technology, communication, and literacy (pp. 101-107) Binghamton, NY: Haworth    


Anderson-Inman, L., & Reinking, D. (1998). Learning from text in a post-typographic world. In C. Hynd, S. Stahl, B. Britton, M. Carr, & S.

     Glynn (Eds.), Learning from text across conceptual domains in secondary schools (pp. 165-192). Mahwah, NJ: Erlbaum.

Labbo, L. D., Reinking, D., McKenna, M.C. (1998). Technology and literacy education in the next century: Exploring the connection

     between work and schooling. Peabody Journal of Education, 73, 273-289.

Myers, J., Leu, D.J., & Reinking, D. (1998) What are the implications of technology for classroom literacy instruction in the future? The

     Language and Literacy Spectrum, 8, 61-66.

Reinking, D., & Watkins, J. (1998). Balancing change and understanding in literacy research through formative experiments. In T.

     Shanahan & F. Rodriquez-Brown (Eds.), Forty-seventh Yearbook of the National Reading Conference (pp. 461-471). Chicago, IL:      

     National Reading Conference.

McKenna, M., Reinking, D., & Labbo, L. D. (1997). Using talking books with reading-disabled students. Reading and Writing Quarterly,

     13, 185-190.

Reinking, D. (1997). Me and my hypertext:) A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50

     (8), 626-643.

Reinking, D., Labbo, L.D., & McKenna, M. (1997). Navigating the changing landscape of literacy: Current theory and research in

     computer-based reading and writing. In J. Flood, S.B. Heath, and D. Lapp (Eds.). Handbook of research on teaching literacy through

     the communicative and visual arts (pp. 77-92). New York: Macmillan.

Baker, L., Afflerbach, P., & Reinking, D. (1996). Developing engaged readers in school and home communities: An overview. In L. Baker, P.

     Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. xiii-xxvii). Hillsdale, NJ: Erlbaum.

Leu, D. J., & Reinking, D. (1996). Bringing insights from reading research to research on electronic learning environments. In H. van

     Oostendorp (Ed.), Cognitive aspects of electronic text processing (pp. 43-75). Norwood, NJ: Ablex.

Reinking, D.  (1996).  Reclaiming a scholarly ethic:  Deconstructing “intellectual property” in a post-typographic world.  In D. J. Leu, C.

     K. Kinzer, & K.A. Hinchman (Eds.), Literacies for the 21st Century: Research and practice (pp. 461-470).  Forty-fifth Yearbook of the

     National Reading Conference.  Chicago, IL:  National Reading Conference.

Reinking, D., Pickle, J. M., & Tao, L. (1996). The effects of inserted questions and mandatory review in computer-mediated texts.

     (Research report #50). The University of Georgia, Athens, GA: National Reading Research Center.

Labbo, L.D., Reinking, D., & McKenna, M. (1995). Examining teacher roles in incorporating a computer as an informal literacy tool

     in a classroom of young children. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives in literacy research and    

     practice (pp. 459-465). Forty-fourth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.

Reinking, D. (1995).  Reading and writing with computers:  Literacy research in a post-typographic world.  In K. A. Hinchman, D. J. Leu, &

     C. K. Kinzer (Eds.), Perspectives in literacy research and practice (pp. 17-34).  Forty-fourth Yearbook of the National Reading

     Conference.  Chicago, IL:  National Reading Conference.

     Note.  Reprinted in Johnson, C. D. (Ed.), (1999). Literacy perspectives. Boulder, Co:  Coursewise Publishing (Houghton Mifflin).

Reinking, D., & Pardon, D. (1995). Television and literacy. In T. V. Rasinski (Ed.), Parents and teachers helping children learn to read and

     write (pp. 137-145) . Fort Worth, TX: Harcourt Brace.

McKenna, M.C., Stahl, S. A., & Reinking, D. (1994). On research, politics, and whole language. Journal of Reading Behavior, 26, 211-233.

Qian, G., Reinking, D., & Yang, R. (1994). The effects of character complexity on recognizing Chinese characters. Contemporary

     Educational Psychology, 19, 155-166.

Reinking, D. (1994). Electronic literacy (Perspective Series No. 1-PS-N-07). Athens, GA and College Park, MD: The National Reading

     Research Center.

Reinking, D., & Chanlin, L. J. (1994). Graphic aids in electronic texts. Reading Research and Instruction, 33, 207-232.

Commeyras, M., Reinking, D., Heubach, K. M., & Pagnucco, J.  (1993).  Looking within:  A study of an undergraduate reading methods

     course.  In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 297-304).  Forty-

     second Yearbook of the National Reading Conference.  Chicago, IL:  National Reading Conference.

Reinking, D., Mealey, D., & Ridgeway, V. G. (1993). A model for developing preservice teachers' conditional knowledge of content area

     reading strategies. Journal of Reading, 36, 458-469.

Reinking, D., Pagnucco, J., & Heubach, K. M. (1993). Activities for restructuring reading education courses for preservice teachers. In T.

     Rasinski & N. Padak (Eds.), Inquires in literacy learning and instruction (pp. 153-160). Fifteenth Yearbook of the College Reading

     Association. Pittsburgh, KS: College Reading Association.

Reinking, D., & Pickle, J. M.  (1993).  Using a formative experiment to study how computers affect reading and writing in classrooms. 

     In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 263-270).  Forty-second

     Yearbook of the National Reading Conference.  Chicago, IL:  National Reading Conference.

Reinking, D.  (1992).  Differences between electronic and printed texts:  An agenda for research.  Journal of Educational Multimedia

     and Hypermedia 1(1), 11-24.

Hayes, D. A., & Reinking, D.  (1991).  Good and poor readers' use of graphic aids cued in texts and in adjunct study materials. 

     Contemporary Educational Psychology, 16, 391-398.

Ridgeway, V. G., Reinking, D., & Mealey, D.  (1991).  A model for teaching content area reading strategies.  In T. V. Rasinski, N. D. Padak,

     & J. Logan (Eds.), Reading is knowledge (pp. 153-160).  The 13th Yearbook of the College Reading Association.  Chicago, IL:  College

     Reading Association.

Reinking, D., & Rickman, S. (1990). The effects of computer-mediated text on the vocabulary learning and comprehension of

     intermediate-grade readers. Journal of Reading Behavior, 22, 395-411.

Reinking, D., & Wu, J. H.  (1990).  Reexamining the research on television and reading.  Reading Research and Instruction, 29, 30-43.

Rasinski, T. V., Reinking, D., & Schilkowsky, C.  (1988).  Which institutions produce graduates who publish in leading reading research

     journals?  Reading Research and Instruction, 27(3), 51-59.

Reinking, D. (1988). Computer-mediated text and comprehension differences: The role of reading time, reader preference, and

     estimation of learning. Reading Research Quarterly, 23, 484-498.

Reinking, D., Hayes, D. A., & McEneaney, J. E. (1988). Good and poor readers' use of explicitly cued graphic aids. Journal of Reading

     Behavior, 22(3), 229-247.

Reinking, D.  (1986).  Integrating graphic aids into content-area instruction:  The graphic information lesson.  Journal of Reading, 30,

     146-151. Note.  Reprinted in: Dishner, E., Bean, T., Readence, J. & Moore, D.  (1991).  Reading in the Content Areas:  Improving

     Classroom Instruction.  Dubuque, IA:  Kendall/Hunt.

Reinking, D.  (1986).  Six advantages of computer-mediated text for reading and writing instruction.  Reading Instruction Journal, 29, 8-16. 

Reinking, D.  (1985).  On conceptualizing research methodologies for computer-based instruction.  Proceedings of the 26th International

     Conference on Computer-Based Instruction (pp. 241-245).  Bellingham, WA:  ADCIS.

Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading

     behavior. Reading Research Quarterly, 5, 536-552.

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