John Z. Strong
Assistant Professor
LEARNING AND INSTRUCTION
Specialty/Research Focus
Access and Equity; Achievement; Assessment; Elementary Education; English Education; Curriculum and Instruction; Equity and Poverty; Design Experiments; Literacy; Reading Instruction; Writing Instruction; Quantitative Research Methods; Research Design; Research Methods
Professional Summary:
John Z. Strong, PhD, is Assistant Professor of Literacy Education 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 reading comprehension, text complexity, text structure, and writing. His research focuses on the development of integrated reading and writing interventions to support elementary and secondary students' understanding of complex texts, with an emphasis on the role of text structure knowledge in reading and writing. His research emphasizes equitable literacy instruction and improving literacy achievement for diverse populations of students who are traditionally underserved by public schools.
Education and Training:
- PhD, University of Delaware, Education (2019)
- MEd, University of Delaware, Reading (2014)
- BA, 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;
Recent 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. (2023). Investigating the effects and social validity of an informational text structure intervention for reading and writing in grades four and five. Reading Psychology. https://doi.org/10.1080/02702711.2023.2202172
- Strong, J. Z. (2023). Measuring text structure awareness in upper elementary grades. Reading & Writing Quarterly, 39(1), 16-35. https://doi.org/10.1080/10573569.2022.2025508
- 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
Recent Presentations:
Conferences:
- Strong, J. Z., & Anderson, B. E. (2022, July). Effects of a summer reading intervention on reading achievement in grades K-5. Poster session presented at the Society for the Scientific Study of Reading 29th Annual Meeting, Newport Beach, CA.;
- Strong, J. Z., Anderson, B. E., & Walpole, S. (2022, December). The promise of a small-group summer tutoring program on reading achievement. In J. Z. Strong (Chair), Crossing the borders between research and practice: New evidence, approaches, and implications for elementary reading instruction. Symposium conducted at the Literacy Research Association 72nd Annual Conference, Phoenix, AZ.;
- Strong, J. Z., Tortorelli, L., & Anderson, B. E. (2023, April). Interrogating the impact and recovery from COVID-19 school interruptions on urban elementary students’ reading achievement. Poster presented at the 2023 American Educational Research Association Annual Meeting, Chicago, IL.;
- Strong, J. Z., Tortorelli, L., & Cho, E. (2023, February). Impact of Covid-19 on the reading achievement of elementary students with disabilities. Poster presented at the 31st Annual Pacific Coast Research Conference, Coronado, CA.;
- Tortorelli, L., & Strong, J. Z. (2022, April). TPACK for reading instruction: How elementary teachers used digital texts during the pandemic school year. Paper presented at the 2022 American Educational Research Association Annual Meeting, San Diego, CA.;
Recent Grants:
Grant:
- Read STOP Write: Development of a multicomponent intervention in grades 4-5; Foundation and Research Organization; Advanced Education Research and Development Fund – Reading Reimagined: Equitable Foundational Literacy Research with Older Learners; Awarded; (09/01/2022-06/30/2024)
- Development of a multicomponent intervention in third grade; State; University at Buffalo Department of Learning and Instruction Summer Grant Camp Fund; Awarded; (06/01/2022-08/30/2023)
- Development of a multicomponent intervention in grades 3-5; State; University at Buffalo Graduate School of Education MIcrofunding; Awarded; (06/01/2022-08/30/2022)
- Investigating the impact and recovery from COVID-19 on reading achievement in urban elementary schools; State; Graduate School of Education Seed Grant: Reimagining Equity and Excellence in the Post-COVID-19 World; Awarded; (09/01/2021-05/31/2022)
Recent Activities:
Editorial and Review:
- Editorial Review Board, Journal of Adolescent & Adult Literacy; The Reading Teacher
01/31/2021-12/31/2023
Professional Service:
- Literacy Research Association P. David Pearson Scholarly Influence Award Committee
12/01/2021-12/31/2024 - New York State Reading Association Goal Area Chair for Professional Development
07/01/2021-06/30/2024 - Literacy Research Association Area Co-Chair in Public Engagement and Policy in Literacy
12/31/2020-12/31/2023 - Niagara Frontier Reading Council Board Member and Treasurer
01/01/2020-06/30/2024
Recent Editorships:
Editorship:
- Associate Editor; The Reading Teacher
06/13/2022-06/30/2024