Beverly E. Cox

Associate Professor
Literacy & Language Program
Department of Curriculum and Instruction

Education

Ph.D.	Northwestern University, 1987, (Literacy) Teaching and Learning Processes
M.Ed.	University of Rochester, 1974, Foundations of Education
A.B.	University of Michigan-Dearborn, 1968, Highest Distinction Literature, Sciences, and Arts

Courses Taught

EDCI 362	Literacy in the Elementary School I
EDCI 500	Foundations of Literacy
EDCI 501	Problems in Literacy Acquisition: Evaluation and Instruction
EDCI 502	Reading in Middle and Secondary Schools (Advanced Level)

Professional Experience

1993-Present	Associate Professor Department of Curriculum and Instruction College of Education, Purdue University, West Lafayette, IN
1987-1993	Assistant Professor Department of Curriculum and Instruction College of Education, Purdue University, West Lafayette, IN
1986-1987	Part-time Instuctor Northeastern University, Chicago, IL
1986-1987	Part-time Instructor National College of Education, Evanston, IL
1985-1986	Part-time Instructor Northwestern University, Evanston, IL
1982	Teaching Assistant Northwestern University, Evanston, IL
1982-1985	Curriculum Writer and Project Facilitator Collaboration to Improve reading in the Content Areas (CIRCA) Center for the Study of Reading Chicago School Board and University of Illinois, Chicago, IL
1981-1987	Part-Time Instructor Roosevelt University, Chicago, IL

Research

Research interests include redefining literacy assessment in order to more clearly understand what is effective literacy instruction for varied learners; intergrating quantitative and qualitative designs to improve our understanding of quality literacy teaching and literacy learning, their assessment and documentation; exploring relationships between literacy achievement and developing expertise in using genre and register in writing with young children, older elementary students, and middle school students; exploring how technology can enhance student learning of literacy and content area material.

Selected Publications

• Cox, B., & Sulzby, E. (1982). Evidence of planning in dialogue and monologue by five-year-old emergent readers. In J.A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction. Thirty-first yearbook of the National Reading Conference (pp. 124-130). Rochester, NY: National Reading Conference.
  
  
• Cox, B.E. (1983). Tracking "it" through the woods and down the trail from emergent to independent reading. In J.A. Niles & L.A. Harris (Eds.), Searches for meaning in reading/language processing and instruction. Thirty-second yearbook of the National Reading Conference (pp 243-250). Rochester, NY: National Reading Conference.
  
  
• Tinzmann, M., Cox, B., & Sulzby, E. (1983). Children's specification of context in told and dictated story productions. In J.A. Niles & L.A. Harris (Eds.), Searches for meaning in reading/language processing and instruction. Thirty-second yearbook of the National Reading Conference (pp. 267-274).
       
  
• Cox, B., & Sulzby, E. (1984). Children's use of reference in told, dictated, and handwritten stories. Research in the Teaching of English, 18, 345-365.
  
  
• Hall, J.W., Cox, B.E., & Tinzmann, M.B. (1984). Recall of categorized and unrelated lists with complete versus discrete presentation and fast versus moderate presentation rates. Bulletin of the Psychonomic Society, 22, 398-400.
  
  
• Cox, B.E., & Kazarian, M. (1985). The development of concepts in middle-grade U.S. history textbooks. In J. A. Niles & R.V. Lalik (Eds.), Issues in literacy: A research perspective. Thirty-fourth yearbook of the National Reading Conference (pp. 136-143). Rochester, NY: National Reading Conference.
  
  
• Cox, B.E. (1990). The effects of structural factors of expository texts on teachers' judgments of writing quality. In J. Zutell & S. McCormick (Eds.), Literacy theory and research: Analyses from multiple paradigms. Thirty-ninth yearbook of the National Reading Conference (pp. 137-143). Chicago: National Reading Conference.
  
  
• Cox, B.E., Shanahan, T., & Tinzmann, M.B. (1991). Children's knowledge of organization, cohesion, and voice in written exposition. Research in the Teaching of English, 25, 179-218.