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 designing, implementing, and evaluating integrated reading and writing interventions for adolescents using experimental designs. His dissertation research investigated the effects of an informational text structure intervention on fourth- and fifth-grade students’ reading comprehension and informative writing.

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:
  • Top Downloaded Article 2017-2018; Journal of Adolescent & Adult Literacy; 2019-06-06;
  • Frank B. Murray Award for Excellence in Graduate Research; School of Education, University of Delaware; 2019-05-03;
  • 2018 ILA Steven A. Stahl Research Grant; International Literacy Association; 2018-07-21;
  • Richard L. Venezky Award for Creative Research in Literacy; School of Education, University of Delaware; 2018-04-27;
  • University Doctoral Fellowship; University of Delaware; 2018-04-27;
Publications:
Journal Article:
  • 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., 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. https://doi.org/10.1002/rrq.247
  • 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:
  • 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. (2019). Effects of a text structure intervention for reading and writing: A mixed methods experiment (Unpublished doctoral dissertation). University of Delaware, Newark, DE.
  • 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:
Invited Lectures:
  • Strong, J. Z. (2018, May). Evidence-based practices for teaching argument and opinion writing. Presented at the Delaware Literacy Association Spring Literacy Conference in Dover, DE.;
  • Strong, J. Z. (2016, November). Self-regulated strategy development approach to writing instruction. Presented at the Georgia Striving Readers Leadership Conference in Athens, GA.;
  • Strong, J. Z. (2017, January). Reading guides to promote comprehension monitoring. Presented at the Georgia Striving Readers Secondary Institutes in Valdosta, GA and Cartersville, GA.;
  • Strong, J. Z. (2017, January). Self-regulated strategy development instruction for text-based argumentative writing. Presented at the Georgia Striving Readers Secondary Institutes in Valdosta, GA and Cartersville, GA.;
Conferences:
  • Strong, J. Z. (2019, July). Effects of an informational text structure intervention in grades 4-5. Poster presented at the Society for the Scientific Study of Reading 26th Annual Meeting, Toronto, ON.;
  • Strong, J. Z., Walpole, S., Pasquarella, A., Shirilla, M., & Coker, D. (2018, November). Differential effects of professional development on persuasive writing in grades 1-5. Paper presented at the Literacy Research Association 68th Annual Conference, Indian Wells, CA.;
  • Strong, J. Z., Pasquarella, A. & Walpole, S. (2017, November). Effects of READ 180 and System 44 on comprehension and fluency in grades 4-5. Paper presented at the Literacy Research Association 67th Annual Conference, Tampa, FL.;
  • Walpole, S., Strong, J. Z., Pasquarella, A., Coker, D. & Shirilla, M. (2017, November). The relationship of fluency and comprehension to persuasive writing quality. Paper presented at the Literacy Research Association 67th Annual Conference, Tampa, FL.;
  • Amendum, S., Pasquarella, A., Walpole, S., McKenna, M., & Strong, J. Z. (2016, December). Effects of a literacy reform effort designed to improve fluency and comprehension in grades 3-5. Paper presented at the Literacy Research Association 66th Annual Conference, Nashville, TN.;
  • Pasquarella, A., Walpole, S., McKenna, M., Strong, J. Z., & Amendum, S. (2017, July). The promise of a literacy reform effort in the upper elementary grades. Paper presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, NS.;
  • Strong, J. Z., Pasquarella, A., Walpole, S., & McKenna, M. (2017, July). Added effects of READ 180 and System 44 on comprehension and fluency growth. Poster presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, NS.;
Activities:
Professional Service:
  • Literacy Research Association Field Council Representative
    12/01/2017-12/31/2020
  • Literacy Research Association Annual Conference Proposal Reviewer
    04/01/2016-
News:

    Contact Information

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