University at Buffalo

John Z. Strong

John Z. Strong

Assistant Professor

LEARNING AND INSTRUCTION


Specialty/Research Focus

Curriculum and Instruction; Equity and Poverty; Literacy; Reading Instruction; Quantitative Research Methods; Research Design; Research Methods

Contact Information
505 Baldy Hall
North Campus
Phone: (716) 645-4000
jstrong3@buffalo.edu


Professional Summary:

John Z. Strong, PhD, is Assistant Professor in the Department of Learning and Instruction in the Graduate School of Education at the University at Buffalo. A former high school English language arts teacher, his research interests include integrated reading and writing instruction and text complexity. His research focuses on the design, implementation, and evaluation of instructional interventions on reading fluency, reading comprehension, and writing quality. His dissertation research was a mixed methods experimental study of the effects and social validity of an informational text structure intervention in upper elementary grades.

Education and Training:
  • Ph.D., University of Delaware, Education (2019)
  • M.Ed., University of Delaware, Reading (2014)
  • B.A., University of Delaware, English Education (2010)
Awards and Honors:
  • Emerging Scholars Fellowship; Reading Hall of Fame; 2020-08-03;
  • 2020 ILA Timothy & Cynthia Shanahan Outstanding Dissertation Award; International Literacy Association; 2020-07-28;
  • 2018 ILA Steven A. Stahl Research Grant; International Literacy Association; 2018-07-21;
Grants:
Grant:
  • Personalized Text Simplification (PeTeS) to Support Students Reading Below Grade Level: Phase I Educational Research Idea Development and In-school Feasibility Testing; Local; University at Buffalo Graduate School of Education Maximizing External Grant Application Success (MEGAS) program; Awarded; (08/01/2019-08/01/2020)
Publications:
Book:
  • Lewis, W. E. & Strong, J. Z. (2021). Literacy instruction with disciplinary texts: Strategies for grades 6-12. New York: Guilford Press.
  • Walpole, S., McKenna, M. C., Philippakos, Z. A., & Strong, J. Z. (2020). Differentiated literacy instruction in grades 4 and 5: Strategies and resources (2nd ed.). New York: Guilford Press.
Journal Article:
  • Strong, J. Z. (2020). Investigating a text structure intervention for reading and writing in grades 4 and 5. Reading Research Quarterly, 55(4), 545– 551. https://doi.org/10.1002/rrq.356
  • Lupo, S. M., Tortorelli, L., Invernizzi, M., Ryoo, J. H., & Strong, J. Z. (2019). An exploration of text difficulty and knowledge support on adolescents’ comprehension. Reading Research Quarterly, 54(4), 457– 479. https://doi.org/10.1002/rrq.247
  • Lupo, S. M., Strong, J. Z., & Conradi Smith, K. (2019). Struggle is not a bad word: Misconceptions and recommendations about readers struggling with difficult texts. Journal of Adolescent & Adult Literacy, 62(5), 551-560. https://doi.org/10.1002/jaal.926
  • Lupo, S. M., Strong, J. Z., Lewis, W., Walpole, S., & McKenna, M. C. (2018). Building background knowledge through reading: Rethinking text sets. Journal of Adolescent & Adult Literacy, 61(4), 433-444. https://doi.org/10.1002/jaal.701
  • Strong, J. Z., Amendum, S. J., & Conradi Smith, K. (2018). Supporting elementary students’ reading of difficult texts. The Reading Teacher, 72(2), 201-212. https://doi.org/10.1002/trtr.1702
  • Walpole, S., McKenna, M. C., Amendum, S., Pasquarella, A., & Strong, J. Z. (2017). The promise of a literacy reform effort in the upper elementary grades. The Elementary School Journal, 118(2), 257-280. https://doi.org/10.1086/694219
Book Chapter:
  • Walpole, S., Strong, J. Z., & Vitale, M. N. (2021). Instrument development. In M. H. Mallette & N. K. Duke (Eds.), Literacy research methodologies (3rd ed., pp. 211-233). New York: Guilford Press.
  • Lupo, S. M., & Strong, J. Z. (2018). Reading comprehension: Helping handout for school. In G. G. Bear & K. M. Minke (Eds.), Helping handouts: Supporting students at school and home. Bethesda, MD: National Association of School Psychologists.
  • Walpole, S., Strong, J. Z., & Riches, C. B. (2018). Best practices in professional learning for improving literacy instruction in schools. In L. B. Gambrell & L. B. Morrow (Eds.), Best practices in literacy instruction (6th ed., pp. 429-446). New York, NY: Guilford Press.
Other:
  • Strong, J. Z. (2018, September/October). Teaching informational text structures: Using text structures to improve reading comprehension: The what, why, and how. Literacy Today, 36(2), 42-43.
Presentations:
Conferences:
  • Strong, J. Z., & Hiebert, E. H. (2020, December). The endpoint of the staircase of text complexity: Revisiting text complexity at the secondary level. In L. Tortorelli (Chair), Unforeseen ripples of text complexity and CCSS: Issues of theory, practice, and programs. Symposium conducted at the Literacy Research Association 70th Annual Conference (Virtual conference).;
  • Reynolds, D., Northrop, L., Lupo, S. M., Strong, J. Z., & Andrei, E. (2019, December). The past, present, and future of text complexity research for adolescents. In J. Z. Strong (Chair), Examining text complexity from multiple lenses: Teachers, students, assessments, policy, and tools. Symposium conducted at the Literacy Research Association 69th Annual Conference, Tampa, FL.;
  • Strong, J. Z. (2019, December). Effects and social validity of a text structure intervention in upper elementary grades. Paper presented at the Literacy Research Association 69th Annual Conference, Tampa, FL.;
  • Strong, J. Z. (2019, July). Effects of an informational text structure intervention in grades 4-5. Poster session at the Society for the Scientific Study of Reading 26th Annual Meeting, Toronto, ON.;
Activities:
Editorial and Review:
  • American Educational Research Association Annual Meeting Proposal Reviewer
    09/03/2020-09/21/2020
  • Ad Hoc Reviewer, Reading Research Quarterly
    04/15/2020-12/31/2020
  • Ad Hoc Reviewer, Journal of Literacy Research
    02/06/2020-12/31/2020
  • Ad Hoc Reviewer, The Reading Teacher
    01/16/2020-12/31/2020
  • Ad Hoc Reviewer, Journal of Adolescent & Adult Literacy
    01/02/2020-12/31/2020
  • International Literacy Association Annual Conference Proposal Reviewer
    12/18/2019-01/10/2020
  • Literacy Research Association Annual Conference Proposal Reviewer
    04/01/2016-05/01/2020
Professional Service:
  • Niagara Frontier Reading Council Board Member
    01/01/2020-12/31/2020
  • Literacy Research Association Field Council Representative
    12/01/2017-12/31/2020
News:

    Contact Information

    505 Baldy Hall
    North Campus
    Phone: (716) 645-4000
    jstrong3@buffalo.edu