Maribeth Cassidy Schmitt

Jean Adamson Stanley Professor of Literacy
Assistant Head-Department of Curriculum & Instruction

Education

Post-doctoral	University of Illinois, 1987, Reading and Recovery
Ph.D.	Purdue University, 1987, Literacy Education
M.S.	Purdue University,1983, Literacy Education
B.S.	Purdue University, 1972, French Education

Courses Taught

 

EDCI 500	Foundations of Literacy
EDCI 501	Problems of Literacy Acquisition: Evaluation and Instruction
EDCI 600	Seminar and Practicum in the Supervision of Reading Instruction
EDCI 601	Problems in Literacy Acquisition: Advanced Practicum
EDCI 695	Internship in Education: Theoretical Foundation of Reading Recovery Professional Development Model
EDCI 695	Internship in Education: Reading Recovery Clinical Practice

Professional Experience

1992- Present	Jean Adamson Stanley PRofessor of Literacy Clinical Professor of LIteracy and Language Education/Curriculum and Instruction Assistant Head of Curriculum and Instruction Department Directory of Purdue University Literacy Network Project College of Education, Purdue University, West Lafayette, IN
1987-1992	Assistant Professor of Education  Director of Teacher Certification  DePauw University, Greencastle, IN

Research

Strategic processing in literacy manifested as self-regulated learners with problem solving, self-monitoring, and self-correcting strategies. Teacher quality and student performance in relation to quality professional development that scaffolds teachers in building capacity within schools.

Selected Publications

• Schmitt, M. C., Askew, B. J., Fountas, I., Lyons, C. A., & Pinnell, G. S. (2005). Changing Futures: The influence of Reading Recovery in the United States. Worthington, OH: RRCNA.
  
  
• Schmitt, M. C. (2005). Measuring student's awareness and control of strategic processes. In S. Israel & C. C. Block (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 101-119). Mahwah, NJ: Erlbaum.
  
  
• Schmitt, M. C., & Gregory A. E. (2005). The impact of an early literacy intervention: Where are the children now? Literacy Teaching and learning: An International Journal of Early Reading and Writing, 10, 1-20.
  
  
• Schmitt, M. C. (2003). Metacognitive strategy knowledge: Comparison of former Reading Recovery children and their current classmates. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 7, 57-76.
  
  
• Schmitt, M. C. (2001). The development of children's strategic processing in Reading Recovery. Reading Psychology, 22, 129-151.
  
  
• Cox, B. E., Fang, Z., & Schmitt, M. C. (1998). At-risk children's metacognitive growth during the Reading Recovery experience: A Vygotskian interpretation. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 3, 55-76.
  
  
• Schmitt, M. C. & Hopkins, C. M. (1993). Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers. Reading Research and Instruction, 32, 13-24.
  
  
• Schmitt, M. C. (1990). A questionaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43, 454-461.