University at Buffalo

John Z. Strong

John Z. Strong

Assistant Professor

LEARNING AND INSTRUCTION


Specialty/Research Focus

Achievement; Assessment; Elementary Education; English Education; Curriculum and Instruction; Equity and Poverty; Literacy; Reading Instruction; Evaluation; Writing Instruction; Race, Inequality, and Education; Standards; Quantitative Research Methods; Research Design; Research Methods

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

View CV



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 in grades 2-12. 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:
  • 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. (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
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.
Recent Presentations:
Conferences:
  • Pasquarella, A., Strong, J. Z., Coker, D., & Walpole, S. (2020, July). Reading and writing across elementary school: How the development of reading fluency and comprehension predicts writing. Paper to be presented at the Society for the Scientific Study of Reading 27th Annual Meeting, Newport Beach, CA (Conference canceled).;
  • Strong, J. Z. (2020, July). Investigating the reliability and validity of a measure of text structure awareness in grades 4-5. Poster session to be presented at the Society for the Scientific Study of Reading 27th Annual Meeting, Newport Beach, CA (Conference canceled).;
  • Strong, J. Z. (2020, October). Effects and social validity of a text structure intervention for reading and writing in grades 4-5. Poster session to be presented at the International Literacy Association 2020 Conference, Columbus, OH (Conference canceled).;
  • 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).;
  • Vitale, M. N., Strong, J. Z., & Walpole, S. (2021, April). Investigating self- and collective efficacy beliefs of elementary school teachers. Paper to be presented at the 2021 American Educational Research Association Annual Meeting (Virtual conference).;
Recent 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)
Recent Activities:
Editorial and Review:
  • Editorial Review Board, Journal of Adolescent & Adult Literacy; The Reading Teacher
    01/31/2021-12/31/2022
  • Ad Hoc Reviewer, Journal of Adolescent & Adult Literacy; Journal of Literacy Research; Reading Research Quarterly; The Reading Teacher
    01/01/2020-12/31/2021
Professional Service:
  • New York State Reading Association Goal Area Chair for Professional Development
    07/01/2021-06/30/2023
  • 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
    01/01/2020-12/31/2021

Contact Information

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

View CV