Clinical Professor, Department of Instruction and Learning, University of Pittsburgh School of Education
Senior Scientist, Learning Research and Development Center
McKeown, M. G., Crosson, A. C., Artz, N. J., Sandora, C., & Beck, I. L. (in press). Expanding Students' Experience with Academic Vocabulary. The Reading Teacher.
McKeown, M.G., Crosson, A.C., Sandora, C., Artz, N. & Beck, I.B. (in press). Close Encounters of a Lexical Kind. The Reading Teacher.
Beck, I. L, McKeown, M. G, & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd Edition). New York: Guilford Press
Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2013). Improving Teaching at Scale: Design for the Scientific Measurement and Development of Discourse Practice. In L. Resnick & C. Asterhan (Eds), Socializing Intelligence through Academic Talk and Dialogue.
McKeown, M. G., Crosson, A. C., Artz, N. J., Sandora, C., & Beck, I. L. (2013). In the Media: Expanding Studentsí Experience with Academic Vocabulary. The Reading Teacher, 67(1), 45-53.
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012a). Development of an Innovative Assessment of Vocabulary Depth. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.
Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012b). Developing an Assessment to Measure Depth of Knowledge of Academic Vocabulary. Interactive Paper presented at the 19th Annual Meeting of the Society for the Scientific Studies of Reading.
McKeown, M. G., Beck, I. L., & Sandora, C. (2012). Direct and Rich Vocabulary Instruction Needs to Start Early. In E. J. Kame'enui & J. F. Baumann, (Eds.), Vocabulary instruction: Research to practice (2 ed.). (pp. 17-33). New York: Guilford Publications, Inc.
McKeown, M.G, Crosson, A.C., Beck, I.B. Sandora, C. & Artz, N. (2012). Development of an academic word vocabulary intervention to enhance word knowledge and comprehension for middle school students. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.
McKeown, M. G. (2011). Reflections on what's proven and where the promise lies. In J. Levin (Ed.), Instructional Strategies for Improving Students' Learning (pp. 53-63). Scottsdale, AZ: Information Age Publishing.
McKeown, M. G., & Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O'Connor & P. F. Vadasy (Eds.), Handbook of reading interventions (pp. 138-168). New York: Guilford Press.
McKeown, M. G., Beck, I. L. (2011, April). Two approaches to vocabulary instruction for kindergarteners: Comparing effects on comprehension. Poster talk presented at the American Educational Research Association Conference, New Orleans.
McKeown, M. G., Beck, I. L., & Apthorp, H. (2011, April). Examining depth of processing in vocabulary lessons. Poster talk presented at the American Educational Research Association Conference, New Orleans.
McKeown, M. G. (2010, April). Robust vocabulary affects comprehension. Keynote Address, Maryland International Reading Association Annual Meeting, Hunt Valley, MD.
McKeown, M. G., & Kucan, L. (Eds.). (2010). Bringing reading research to life: Essays in honor of Isabel Beck. NY: Guilford Press.
McKeown, M. G., & Beck, I. L. (2009). The role of metacognition in understanding and supporting reading comprehension. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education. The Educational Psychology Series (pp. 7-25). Mahwah, NJ: Lawrence Erlbaum Associates.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking comprehension instruction: Comparing strategies and content instructional approaches. Reading Research Quarterly, 44(3), 218-253.
McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Reading comprehension: Focus on content or strategies? Perspectives (International Dyslexia Association), 35(2), 28-32.
Moddy McKeown and NAEP vocabulary development featured
December 26, 2012
Pittsburgh Post Gazette
Two Pitt Professors Named 2010 Fellows of the American Educational Research Association
March 22, 2010
American Educational Research Association (AERA)
LRDC Senior Scientist Moddy McKeown, along with Amy Crosson and colleagues from ETS (Paul Deane and Rene Lawless) and UC Santa Cruz (Judith Scott), was selected to receive an AERA Conference Award. The title is: A Collaborative Conference to Expand and Reimagine the Nature of Vocabulary Assessment. The conference will be held October 17 - 19, 2014, at ETS.
IRA selected Margaret McKeown and Isabel Beck's paper "Rethinking Comprehension Instruction: Comparing Strategies and Content Instructional Approaches," for their cross-journal virtual issue on comprehension. The editors chose articles based on interest and potential impact on both literacy scholarship and practice, their article was one of three chosen.
International Reading Association
American Educational Research Association (AERA)
Member, International Reading Association
Reading Hall of Fame
Pitt Innovator Award
University of Pittsburgh
National Academy of Education Spencer Fellowship
International Reading Association Outstanding Dissertation Award