Dan Reynolds
Dan Reynolds is a senior education researcher at SRI International and former associate professor and chair of the department of Education at John Carroll University. His research examines all aspects of adolescent literacy, with particular focus on how to scaffold students' comprehension of complex texts, how to support adolescents' foundational reading skills development, and how to translate adolescent literacy research to practice. He has worked as a researcher, teacher educator, and professional developer, and regularly speaks at statewide and national meetings and conferences. In all this work, Dr. Reynolds draws on his experience as a high school English teacher through ACE 13 at Redemptorist High School in Baton Rouge, LA and his time as an English teacher and administrator at San Juan Diego Catholic High School in Austin, TX. He received his PhD from Vanderbilt University in 2017. He has been lead author on research published in Reading Research Quarterly, AERA Open, Journal of Research in Reading, English Teaching: Practice & Critique, Journal of Adolescent and Adult Literacy, The Reading Teacher, and the Journal of Catholic Education. He has co-authored research in American Educational Research Journal, Journal of Educational Psychology, and Scientific Studies of Reading.
Ph.D., Teaching & Learning with specialization in Language, Literacy & Culture, Vanderbilt University
M.Ed., Education, University of Notre Dame
B.A., English, University of Notre Dame
PEER REVIEWED JOURNAL ARTICLES
Reynolds, D. & Hattan, C. (2024). Baseball, presidents, and state test passages: Considering gendered knowledge in literacy research, curricula, and assessment. The Reading Teacher, 77(6) 997-1000. https://doi.org/10.1002/trtr.2330
Schuman, J.G.* & Reynolds, D. (2023). Attempts at anti-racist teaching by veteran white high school English teachers of black students. English Teaching: Practice & Critique. https://doi.org/10.1108/ETPC-05-2022-0071
Sutton, K.*, Reynolds, D. & Grafmeyer, A.* (2023). The beam in our own eyes: Antiracism and YA literature through a Catholic lens. Journal of Catholic Education, 26(1), 102-118. https://doi.org/10.15365/joce.2601062023
Reynolds, D. (2022) What is an ELA text set? Surveying and integrating cognitive, disciplinary, and critical lenses. English Teaching: Practice and Critique, 21(1), 98-110. https://doi.org/10.1108/ETPC-06-2021-0075
Goodwin, A., Petscher, Y., & Reynolds, D. (2022). Unraveling adolescent language and reading: The monster’s data. Scientific Studies of Reading, 26(4), 305-326 . https://doi.org/10.1080/10888438.2021.1989437
Boyer, K.*, Goff, B.*, Polcyn, M.*, & Reynolds, D. (2021) You are not alone: Inspiring voice and advocacy in adolescents through an anti-racist mental health Quad Text Set. Ohio Journal of English Language Arts (61) 1, 63-71.
Reynolds, D. & *Fisher, W. (2021) What happens when adolescents meet complex texts? Describing the moments of scaffolding textual encounters. Literacy, 56(4) 277-287. https://doi.org/10.1111/lit.12258
Reynolds, D. (2021) Updating practice recommendations: Taking stock of 12 years of adolescent literacy research. Journal of Adolescent and Adult Literacy. https://doi.org/10.1002/jaal.1176
Reynolds, D. (2021) Talking it out: Scaffolding high schoolers’ comprehension of complex texts. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12353
Goodwin, A. P., Cho, S. J., Reynolds, D., Silverman, R., & Nunn, S. (2021) Explorations of classroom talk and links to reading achievement in upper elementary classrooms. Journal of Educational Psychology, 113(1), 27-48. https://doi.org/10.1037/edu0000462
BOOK CHAPTER
Goodwin, A., Petscher, Y., Reynolds, D., Lantos, T., Hughes, K., & Jones, S. (2020). Monster, PI: Assessment to guide instruction. In K. Ganske (Ed.), Mindful of words: Spelling and vocabulary explorations, 2nd Edition (in press). New York: The Guilford Press. (pp. 56-59)
