Dr. Connie Briggs

Professor
Department of Reading

Professional Preparation

Post Doctoral Work, Texas Woman’s University, Reading Recovery Training

PhD, 1994, University of North Texas: Reading

MA, 1989 Southeastern OK State University, Reading Specialist

MA, 1986 Southeastern OK State University, Elementary Education

BA, 1977, Southeastern OK State University, Elementary Education

Professional Experience

• Professor, Texas Woman’s University, Department of Reading
• Associate Professor, Emporia State University, KS, Elementary and Early Childhood Department
• Associate Professor, Southeastern OK State University

Teaching

• Doctoral Level: READ 6683 Seminar Observing Literacy Learners: Critiquing Assessment, Practices and Policy
• Master’s Level: READ 6583 Reading Research READ 5463 Practicum in Literacy: Analysis of Teaching and Mentoring READ 5493 Reading Research: Research in Literacy: Responsive Action in Schools
• Undergraduate Level:  READ 4463 Assessment and Instruction READ 4483 Reading/Language Arts Across the Curriculum READ 4383  Phonological and Orthographic Principles
• Advise masters, MAT, and undergraduate students

Scholarship

• Schwartz, R. M., Hobsbaum, A., Briggs, C., & Scull, J. (2009). Reading Recovery and Evidence based practice: A response to Reynolds and Wheldall (2007).  International Journal of Disability, Development and Education, 56(1): 5–15.
• Briggs, C. (2008). Book Review:  Literacy Lessons Designed for Individuals, Part Two: Teaching Procedures by M. M. Clay (2005), Portsmouth, NH: Heinemann.  In Reading and Writing Quarterly, 24, 4, pp.434-439.
• Briggs, C. (2007).  Expansion of Reading Recovery in the United States: A Collaborative Effort. The Journal of Reading Recovery, 7, 1.  Columbus, OH:  Reading Recovery Council of North America, p. 122.
• Forbes, R. & Briggs, C. (2006). Fostering Teacher Learning Through Dialogue in  Training Sessions.  The Journal of Reading Recovery, 6, 1.  Columbus, OH: Reading Recovery Council of North America, pp. 38-48.
• Briggs, C. & Duncan, S.  (July/August 2006).  Letter to the Editor.  Journal of  Learning Disabilities, 9,4, pp. 209-291.
• Fried, M. D., Briggs, C. M., Konstantellou, E., Rosser, M. (2005).  Procedures for  Administering Leveled Text Reading Passages and Stanines for the Observation  Survey. Columbus, OH: North American Trainers Group.
• Briggs, C. & Young, B. K. (2004).  Does Reading Recovery Work in  Kansas?  A Retrospective Longitudinal Study of Sustained Effects.  The  Journal of Reading Recovery,3, 1. Columbus, OH: Reading Recovery Council of North America, pp. 59-64.        
• Briggs, C. & Forbes, R. (Eds.) (2003).  Research in Reading Recovery Volume Two.  Portsmouth, NH: Heinemann.
• Briggs, C. (2002).  Kansas Retrospective Longitudinal Reading Recovery  Study: An Executive Summary. Emporia, KS:  Jones Institute for Educational Excellence.
• Briggs, C. & Forbes, R. (2002).  Phrasing in Fluent Reading as Part of a  Complex Reading Process.  The Journal of Reading Recovery, 2, Columbus, OH:  Reading Recovery Council of North America.
• Briggs, C. & Forbes R. (Fall 2001).  The Role of Phrased and Fluency in Emergent Reading.  Kansas Journal of Reading, 17, Kansas Reading Association.
• Coffman, G. & Briggs, C.  (2001).  An Evaluation of the Program  Effectiveness in Different Delivery Systems for the Reading Specialist Endorsement Program at Emporia State University.  Renaissance Group Report, Emporia State University.
• Briggs, C.  (2001).  Kansas State Reading Recovery Executive Summary.   Jones Institute for Educational Excellence, Emporia State University.
• Briggs, C., Forbes, R. and O’Connor, E.  (2000). Every child a reader: The  promise of Reading Recovery in Kansas.  Kansas Journal of Reading, 16, Kansas Reading Association, pp. 8-14.
• Briggs, C. (1998).  The teachers’ bookshelf (Ed.) Kansas Journal of Reading,14, pp. 66-70.  Kansas Reading Association.
• Briggs, C., Stiefer, T., & Tully, B.  (1998).  Direct informed assessment: Frequency of use in preservice teacher education programs within a five state region.  Action in Teacher Research, Association of Teacher Educators, xx, 3, pp. 30-38.
• Briggs, C. & Tully, B.  (1997). Can reflectivity be taught?:  A model to assist preservice teachers.  Kansas Journal of Reading, 13, pp. 29-33.  Kansas Reading Association.
• Dr. Briggs has presented over 55 sessions at the international, national, regional and state levels.

Service

• Member of the Board of Directors, Reading Recovery Council of North America
• Member Publications Committee for the International Reading Association
• Co-editor for The Reading Teacher Struggling Reader column
• Dr. Briggs is on the editorial board for the following journals:  The Journal of Reading Recovery, The Reading Teacher, Literacy Teaching and Learning, Literacy Research and Instruction.
• Serves on several department, college, and university committees