VITA
CAROL SUE ENGLERT
Office Address: 334 Erickson Hall
Michigan State University
College of Education
East Lansing, Michigan 48824-1034
(517)355-1835
EDUCATIONAL BACKGROUND:
Ph.D. Department of Special Education, Indiana University,
Bloomington, Indiana, January 1981.
M.Ed. Department of Special Education, University of Missouri,
Columbia, Missouri, August 1974.
B.S. Department of Special Education, University of Missouri,
Columbia, Missouri, May 1973.
PROFESSIONAL EXPERIENCES:
1993-present Professor, Department of Counseling, Educational
Psychology and Special Education, Michigan State University, East
Lansing
1988-1993 Associate Professor, Department of Counseling,
Educational Psychology and Special Education, Michigan State
University, East Lansing
1984-1988 Assistant Professor, Department of Counseling,
Educational Psychology and Special Education, Michigan State
University, East Lansing
1980-84 Assistant Professor, Department of Special Education,
University of Kentucky, Lexington
1978-80 Research Associate and Co-Principal Investigator on
federally funded project, Special Education Research Institute,
University of California, Santa Barbara; and Indiana University,
Bloomington, Indiana
1976-78 Research Assistant, Center for Innovation in Teaching the
Handicapped, Indiana University, Bloomington
1974-76 Consultant and Teacher, Special School District of St.
Louis County, St. Louis, Missouri
PUBLICATIONS
Semmel, M. I., & Englert, C. S. (1978). A decision-making
orientation applied to student teaching supervision. Teacher
Education and Special Education, 1, 28-36.
Englert, C. S., & Semmel, M. I. (1981). The relationship of
oral reading substitutions to comprehension. The Reading Teacher,
35, 273-280.
Englert, C. S., & Lichter, A. (1982). Using statement-pie to
teach reading and writing skills. Teaching Exceptional Children,
14, 164-170.
Englert, C. S., & Thomas, C. C. (1982). Management of task
involvement in special education classrooms: Implications for
teacher preparation. Teacher Education and Special Education, 5,
1-10.
Englert, C. S., & Sugai, G. M. (1983). Teacher training:
Improving trainee performance through peer observation and
observation system technology. Teacher Education and Special
Education, 6, 7-17.
Englert, C. S. (1983). Measuring special education teacher
effectiveness. Exceptional Children, 50, 247-254.
Englert, C. S., & Semmel, M. I. (1983). Spontaneous teacher
decision making in interactive contexts. Journal of Educational
Research, 77, 112-121.
Hiebert, E. H., Englert, C. S., & Brennan, S. (1983).
Awareness of text structure in recognizing and producing
expository discourse. Journal of Reading Behavior, 15(4), 63-80.
Englert, C. S., & Hiebert, E. H. (1984). Children's
developing awareness of text structure in expository materials.
Journal of Educational Psychology, 76, 65-74.
Englert, C. S. (1984). Examining direct instruction practices in
special education settings. Remedial and Special Education, 5,
38-47.
Englert, C. S. (1984). Measuring teacher effectiveness from the
teacher' point of view. Focus on Exceptional Children, 17(2),
1-16.
Thomas, C. C., Englert, C. S., & Morsink, C. V. (1984).
Modifying the classroom program in language. In C. V. Morsink
(Ed.), Teaching special needs students in the regular classroom.
Boston: Little, Brown & Co.
Englert, C. S., Hiebert, E. H., & Stewart, S. R. (1985,
Fall). Spelling unfamiliar words by an analogy strategy. Journal
of Special Education, 19, 291-305.
Englert, C. S., Culatta, B., & Horn, D. (1987). The influence
of irrelevant information in addition word problems on
problem-solving performance. Learning Disability Quarterly, 10,
29-36.
Thomas, C. C., Englert, C. S., & Gregg, S. (1987). An
analysis of the errors and strategies in the expository writing
of learning disabled students. Remedial and Special Education, 8,
21-30.
Englert, C.S., & Thomas, C. C. (1987). Sensitivity to text
structure in reading and writing: A comparison of learning
disabled and nonhandicapped students. Learning Disability
Quarterly, 10, 93-105.
Gregg, S. L., Raphael, T. E., & Englert, C. S. (1987).
Writing strategy instruction as a vehicle for improving students'
comprehension of informational text. Michigan Reading Journal,
4-18.
Mosenthal, J. H. & Englert, C. S. (1987). The beginning
capacity to teach writing. Remedial and Special Education, 8,
48-56.
Fear, K., Anderson, L. M., Englert, C. S., & Raphael, T. E.
(1987). The relationship between teacher beliefs and instruction
and students' conceptions about the writing process. In J. E.
Readence, & R. S. Baldwin (Ed.), Research in literacy:
Merging Perspectives. Thirty-sixth Yearbook of the National
Reading Conference.
Englert, C. S., & Raphael, T. E. (1988). Constructing
well-formed prose: Process, structure and metacognitive
knowledge. Exceptional Children, 54, 18-25.
Englert, C. S., Raphael, T. E., Fear, K. L., & Anderson, L.
M. (1988). Students' metacognitive knowledge about how to write
informational texts. Learning Disability Quarterly, 11, 18-46.
Englert, C. S., Hiebert, E. H., & Stewart, S. R. (1988).
Detection and correction of inconsistencies in the monitoring of
expository prose. Journal of Educational Research, 81, 221-227.
Englert, C. S., Raphael, T. E., Anderson, L. A., Anthony, H.,
Fear, K., & Gregg, S. (1988). A case for writing
intervention: Strategies for writing informational text. Learning
Disabilities Focus, 3, 98-113.
Englert, C. S., & Palincsar, A. S. (1988). The Reading
Process and Learning Disabled Students. In D. K. Reid (Ed.), A
cognitive approach to learning disabilities (pp. 162-189), NY:
Allyn & Bacon.
Palincsar, C. S., & Englert, C. S. (1988). Theory and
research into practice: Instructing students with learning
difficulties to read. In D. K. Reid (Ed.). A cognitive approach
to learning disabilities (pp. 190-214), NY: Allyn & Bacon.
Raphael, T. E., Kirschner, B. W., & Englert, C. S. (1988).
Expository writing program: Making connections between reading
and writing. The Reading Teacher, 41, 790-795.
Raphael, T.E., Englert, C.S., & Kirschner, B.W. (1989).
Students' metacognitive knowledge bout writing. Research in the
Teaching of English, 23, 343-379.
Englert, C. S., Raphael, T. E., Anderson, L. M., Gregg, S. L.,
& Anthony, H. M. (1989). Exposition: Reading, writing, and
the metacognitive knowledge of learning disabled students,
Learning Disabilities Research, 5(1), 5-24.
Raphael, T. E., & Englert, C. S. (1989). Integrating writing
and reading instruction. P. Winograd, K. K. Wixson, & M. Y.
Lipson (Eds.), Expanding perspectives on basal reading
instruction. NY: Teachers College Press.
Raphael, T. E., Englert, C. S., & Kirschner, B. W. (1989).
The acquisition of expository writing skills. J. M. Mason &
S. Murphy (Eds.), Reading/writing connections: An instructional
priority in elementary school. Boston, MA: Allyn & Bacon.
Englert, C. S., & Raphael, T. E. (1989). Developing
successful writers through cognitive strategy instruction. In J.
E. Brophy (Ed.), Advances in Research on Teaching. (Vol. l, pp.
105-151). JAI Press.
Englert, C.S. (1990). Unraveling the mysteries of writing through
strategy instruction. In T.E. Scruggs & B.Y. L. Wong (Ed.),
Intervention Research in Learning Disabilities (pp. 186-223), NY:
Springer-Verlag.
Raphael, T.E., & Englert, C.S. (1990). Writing and reading:
Partners in constructing meaning. The Reading Teacher, 43,
388-400.
Englert, C.S., & Mariage, T. (1990). Send for the POSSE:
Structuring the comprehension dialogue. Academic Therapy,
473-487.
Englert, C.S., & Mariage, T. (1991). Making students partners
in the comprehension process: Send for the Reading POSSE.
Learning Disability Quarterly, 14, 123-138.
Englert, C.S., Raphael, T.E., Anderson, L.M., Anthony, H.M.,
Stevens, D.D., & Fear, K.L. (1991). Making writing strategies
and self-talk visible: Cognitive strategy instruction in writing
in regular and special education classrooms. American Educational
Research Journal, 28, 337-372.
Englert, C.S., & Mariage, T. (1991). Shared understandings:
Structuring the writing experience through dialogue. Journal of
Learning Disabilities, 24, 330-342.
Englert, C. S., & Palincsar, A. S. (1991). Reconceptualizing
instructional research from a sociocultural perspective. Learning
Disabilities Research and Practice, 6, 225-229.
Englert, C. S. (1992). Writing instruction from a sociocultural
perspective: The holistic, dialogic, and social enterprise of
writing. Journal of Learning Disabilities, 25(3), 153-172.
Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992).
Socially-mediated instruction: Improving students' knowledge and
talk about writing. Elementary School Journal, 92(4), 411-451.
Englert, C., S., & Mariage, T. V. (1992). Shared
understandings: Structuring the writing experience through
dialogue. Reprinted in D. Carnine & E. J. Kameenui (Eds.),
Higher Order thinking: Designing curriculum for mainstreamed
students (pp. 107-136). Austin, TX: Pro-Ed.
Englert, C. S., Tarrant, K. L., & Mariage, T. V. (1992).
Redefining instructional practice in special education: New
perspectives on good teaching. Teacher Education and Special
Education, 15(2), 62-87.
Stevens, D.D., & Englert, C.S. (1993). Strategy attribution
in writing. Teaching Exceptional Children, 26(1), 34-43.
Englert, C. S., Tarrant, K. L., & Rozendal, M. S. (1993).
Educational innovations: Achieving long-lasting curricular change
through extended collaboration. Education and Treatment of
Children, 16(4), 441-473.
Englert, C. S., (1994). Instructional issues in conducting
intervention research at the elementary level. In S. Vaughn &
C. S. Bos (Eds.), Intervention Research in Learning Disabilities
(pp. 109-129). NY: Springer-Verlag.
Englert, C. S., Raphael, T. E., & Mariage, T. V. (1994).
Developing a School-Based Discourse for Literacy Learning: A
Principled Search for Understanding. Learning Disability
Quarterly 17, 2-32.
Englert, C. S., Tarrant, K. L., Mariage, T. V., & Oxer, T.
(1994). Lesson talk as the work of reading groups: The
effectiveness of two interventions. Journal of Learning
Disabilities, 27(3), 165-185.
Englert, C. S., Rozendal, M. S., & Mariage, M. (1994).
Fostering the search for understanding: How teachers lead
cognitive development in students' zones of proximal development.
Manuscript accepted for publication in Learning Disability
Quarterly, 17(3), 187-204.
Englert, C. S. (1995). Teaching written language skills. In P. A
Cegelka & W. H. Berdine (Eds.), Effective instruction for
students with learning problems. Allyn and Bacon.
Englert, C. S., & Archer, A. (1995). Meeting individual
instructional needs. In P. A Cegelka & W. H. Berdine (Eds.),
Effective instruction for students with learning problems. Allyn
and Bacon.
Englert, C. S., & Tarrant, K. L. (1995). Creating
Collaborative Cultures for Educational Change. Remedial and
Special Education, 16(6), 325-336.
Englert, C.S., Garmon, A., Mariage, T., Rozendal, M., Tarrant,
K., & Urba, J. (1995). The Early Literacy Project: Connecing
across the literacy curriculum. Remedial and Special Education,
18, 253-275.
Englert, C. S., & Rozendal, M. S. (1996). Nonreaders and
nonwriters in special education: Crossing new literacy
thresholds. Reading and Writing: An Interdisciplinary Journal.
8(1), 87-103.
Englert, C.S., & Mariage, T. V. (1996). A sociocultural
perspective: Teaching ways-of-thinking and ways-of-talking in a
literacy community. Learning Disabilities Research and Practice,
11(3), 157-167.
Englert, C. S., Mariage, T. V., Garmon, A., & Tarrant, T. K.
(Accepted for publication). Accelerating reading progress in
early Literacy Project classrooms: The potential to return
students to grade level. Remedial and Special Education.
Nonrefereed Publications/Technical Reports
Terry, P. R., Cohen, D. A. & Englert, C. S. (1977).
Hypothesis/test reading program. Center for Innovation in
Teaching the Handicapped. Bloomington, Indiana: Indiana
University.
Englert, C. S., Semmel, M. I., & Terry, P. R. (1981). A
reading media simulation: Teaching special needs readers. Special
Education Research Institute, Santa Barbara, California:
University of California.
Englert, C. S., Semmel, M. I., & Terry, P. R. (1981). Module
1 Word recognition: The orthographic component. Special Education
Research Institute, Santa Barbara, California: University of
California.
Englert, C. S., Semmel, M. I., & Terry, P. R. (1981). Module
2 Language and reading: The syntactic component. Special
Education Research Institute, Santa Barbara, California:
University of California.
Englert, C. S., Semmel, M. I., & Terry, P. R. (1981). Module
3 Comprehension: The semantic component. Special Education
Research Institute, Santa Barbara, California: University of
California.
Englert, C. S., Semmel, M. I., & Terry, P. R. (1981). Module
4: Diagnosis and Instruction. Special Education Research
Institute, Santa Barbara, California: University of California.
Kirschner, B. M., Raphael, T. E., & Englert, C. S. (1986).
Teaching text structure within process-writing classrooms: A
manual. Michigan State University, East Lansing, MI: Institute
for Research on Teaching, Occasional Paper No. 104.
Englert, C. S., Raphael, T. E. (1986). Expository writing
instruction for special needs students. PRISE Reporter, 18, 1-3
(Publication of the Pennsylvania Resources and Information Center
for Special Education)
Englert, C. S., Raphael, T. E., Anderson, L. A., Anthony, H.,
Fear, K., & Gregg, S. (1986, November). Establishing a Case
for Writing Intervention: The What and Why of Teaching Expository
Writing. East Lansing, Michigan: Michigan State University,
Institue for Research on Teaching, Occasional Paper No. 111 (See
also Learning Disabilities Focus publication).
National Refereed Presentations
Englert, C. S., & Semmel, M. I. (1981, April). Teacher
decision making in relation to oral reading miscues and pupil
achievement levels. Paper presented at the 59th Annual Meeting of
the Council for Exceptional Children, New York.
Englert, C. S., & Hiebert, E. H. (1983, April). Children's
sensitivity to expository text structures. Paper presented at the
Annual Meeting of the American Educational Research Association,
Montreal.
Brennan, S., Englert, C. S., & Hiebert, E. H. (1984, April).
Awareness of text structure in reading and writing expository
discourse. Paper presented at the Annual Meeting of the American
Educational Research Association, New Orleans.
Englert, C. S., & Hiebert, E. H. (1984, April). The
development of notetaking strategies. Paper presented at the
Annual Meeting of the American Educational Research Association.
New Orleans.
Englert, C. S., Stewart, S. R., & Hiebert, E. H. (1984,
November). Effects of text structure and passage inconsistencies
on comprehehension monitoring. Paper presented at the National
Reading Conference, St. Petersburg, FL.
Englert, C. S., Stewart, S. R., & Hiebert, E. H. (1985,
March). Young Writers' Use of Text Structure in Expository Text
Generation. Paper presented at the Annual Meeting of the American
Educational Research Association.
Thomas, C. C., & Englert, C. S. (1985, April). The effect of
text structure on the reading and writing performances of
learning disabled students. Paper presented at the Annual Meeting
of the Council for Exceptional Children, Anaheim, CA.
Raphael, T. E., Kirschner, & Englert, C. S. (1985, December).
The impact of text structure instruction and process writing on
students' metacognitive knowledge of expository writing. Paper
presented at the National Reading Conference, San Diego, CA.
Englert, C. S., Raphael, T. E., & Kirschner, B. M. (1985,
December). The impact of text structure instruction and process
writing on students' comprehension and composing of expository
text. Paper presented at the National Reading Conference, San
Diego, CA.
Kirschner, B. M., Raphael, T. E., & Englert, C. S. (1985,
December). Teacher collaboration in research on expository
reading and writing: Views of the researchers. Paper presented at
the National Reading Conference, San Diego, CA.
Raphael, T. E., Kirschner, B. M., & Englert, C. S. (1986,
April). The impact of text structure instruction within a process
orientation on fifth- and sixth grade students comprehension and
production of expository text. Paper presented at the American
Educational Research Association. San Francisco, CA.
Raphael, T. E., Kirschner, B. M., & Englert, C. S. (1986,
April). Teacher-researcher collaboration in studies of reading
and writing. Paper presented at the American Educational Research
Association, San Francisco, CA.
Raphael, T. E., Kirschner, B. M., & Englert, C. S. (1986,
April). Improving expository reading and writing skills:
Heightening students' sensitivity to subject, purpose, audience,
and form. Paper presentation at International Reading
Association, Philadelphia, PA.
Raphael, T. E., Englert, C. S., Kirschner, B. M., &
Bonkowski, N. (1986, December). Text structure instruction in
process writing classrooms: Individual differences in upper
elementary students' responses to instruction. Paper presented at
the National Reading Conference, Austin, TX.
Englert, C. S., Anderson, L. M., & Raphael, T. E. (1986,
December). Metacognitive knowledge and writing skills of upper
elementary students and students with special needs: Extensions
of text structure research. Paper presented at the National
Reading Conference, Austin, TX.
Englert, C. S. (1986, April). Writing instruction in regular and
special education classrooms: A study of teachers and students.
Session leader at the Annual Meeting of the Council for
Exceptional Children, Chicago,IL.
Fear, K., DeSimone, C., & Englert, C. S. (1986, April).
Metacognitive knowledge about writing informational texts. Paper
presented at the Annual Meeting of the Council for Exceptional
Children, Chicago, IL.
Fear, K., & Englert, C. S. (1987, April). Children's
metacognitive knowledge about informational texts. Paper
presented at American Educational Research Association,
Washington, D. C.
Raphael, T. E., Englert, C. S., & Anderson, L. M. (1987,
November). What is effective instructional talk: A comparison of
two writing lessons. Paper presented at the annual meeting of the
National Reading Conference, St. Petersburg, FL.
Anthony, H. M., Gregg, S. L., & Englert, C. S. (1987,
November). Implementing cognitive strategy instruction: Impact on
elementary students' composition and comprehension of expository
text. Paper presented at the annual meeting of the National
Reading Conference, St. Petersburg, FL.
Stevens, D. D., Anthony, H. M., & Englert, C. S., (1988,
April). The effects of cognitive strategy instruction on the
expository writing of learning handicapped students. Paper
presented at the annual meeting of the American Educational
Research Association, New Orleans.
Englert, C. S., Anthony, H. M., & Raphael, T. E. (1989,
April). Cognitive Strategy Instruction in Writing. Paper
presented at the Annual Meeting of the American Educational
Research Association. San Francisco.
Englert, C. S., & Raphael, T. E. (1989, April). The effects
of strategy instruction on students' metacognitive knowledge
about writing. Paper presented at the Annual Meeting of the
Council for Exceptional Children. San Francisco, CA.
Mariage, T., & Englert, C.S. (1990, April). Making students
partners in the comprehension process. Paper presented at the
Annual Meeting of the American Educational Research Association.
Boston, MS.
Englert, C.S., Mariage, T., & Gavelek, J. (1990, April). A
social constructivist view of written literacy instruction. Paper
presented at the Annual Meeting of the Council for Exceptional
Children. Toronto, Canada.
Anderson, L. M., Raphael, T. E., Englert, C. S., & Stevens,
D. (1991). Teaching Writing with a new instructional model:
Variations in teachers' practices and students' performance.
Paper presented at the Annual Meeting of the American Educational
Research Association, Chicago.
Englert, C. S. (1990, October). Inducting students into the
writing process and strategies. Paper presented at the
international meeting of the Council for Learning Disabilities.
Englert, C. S., Oxer, T., Mariage, T., & Tarrant, K. (1991,
April). Strategic reading instruction for expository
comprehension: Involving students in the comprehension POSSE.
Paper presented at the national meeting of Council for
Exceptional Children, Atlanta.
Rozendal, M. S. & Englert, C. S., & Mariage, M. (1992,
April). Fostering the collective search for understanding: How
teachers lead cognitive development in students' zones of
proximal development. Paper presented at the annual meeting of
the American Educational Research Association, San Francisco.
Englert, C. S. (1993, April). A principled search for
understanding: Strategic instruction. Paper presented at the
annual meeting of the American Educational Research Association.
Atlanta, GA.
Englert, C. S., Garmon, A., Mariage, T., Rozendal, M., Tarrant,
K., & Urba, J. (1993, April). Beyond skills instruction: The
effects of discourse communities in special education classrooms
on literacy performance. Paper presented at the annual meeting of
the American Educational Research Association. Atlanta, GA.
Englert, C. S. (1993, December). The evolution of a communit of
teachers and researchers: A multi-year examination of eduational
change. Paper presented at the annual meeting of the National
Reading Conference. Charleston, S.C.
Hosmer, W. C., Tarrant, K. L., & Englert, C. S. (1993,
December). Negotiating the teacher-researcher community” The
case of three new teachers’ entry into the early Literacy
Project. Paper presented at the annual meeting of the National
Reading Conference. Charleston, S.C.
Urba, J. A. & Englert, C. S. (1993, December). Envisionment
bulding: Special-education students constructing meaning within
literature response groups. Paper presented at the annual meeting
of the National Reading Conference. Charleston, S.C.
Urba, J. A., & Englert, C. S. (1994, December). Positioning
and student understanding: Reconceptualizing reading instruction
for diverse learners. Paper presented at the annual meeting of
the National Reading Conference. Charleston, S. C. San Diego, CA.
Englert, C. S., Garmon, A., & Mariage, T. V. (1995, April). A
Multi-year literacy intervention: Exploring issues that impact
special education students. Paper presented at the annual meeting
of the American Educational Research Association. San Francisco,
CA.
Brock, C., Englert, C. S., Florio-Ruane, S., Gavelek, J. E.,
Raphael, T. E., & Highfield, K. (1996, February). Reimagining
teacher learning about literacy from a Vygotskian perspective.
Paper presented at the National Council of Teachers of English
Research Assembly. Chicago, IL.
Englert, C. S. (1996, November). Creating Collaborative
Communities of Teachers to Support Educational Change. Paper
presented at the annual meeting of the International Association
for Research on Learning Disabilities. Dearborn, MI.
Regional Presentations and Addresses
Englert, C. S. (1980, March). Comprehension in elementary and
secondary mildly handicapped children: A multi-media
demonstration. Paper presented at the Symposium of the California
Association for the Neurologically Impaired, Santa Barbara, CA.
Terry, P. R., Cohen, D. A., & Englert, C. S. (1980,
February). A self-instructional teacher-training program in
teaching reading to mildly handicapped children. Paper presented
at the Third Annual Henry Lester Smith Conference on Educational
Research, Bloomington, IN.
Englert, C. S. (1985, March). Research on the interrelationships
between reading and writing. Discussant, Twenty-ninth Annual
Cnference of the Michigan Reading Association, Grand Rapids, MI.
Englert, C. S. (1985, February). Observation of Special Education
Teachers. Invited presentation for Special Education Evaluators
in Jefferson City, Missouri, Sponsored by Mountain Plains
Regional Resource Center, Drake University, Des Moines, Iowa.
Englert, C. S. (1985, April). Teacher Effectiveness: Teachers do
make a difference. Keynote Address, Tenth Annual Special
Education Conference, California State University at Dominguez
Hills, Carson, CA.
Englert, C. S. (1985, April). Effective clinical supervision:
Measuring and improving teaching in the schools. Invited
presentation for the Effective Schools Institute, Tenth Annual
Special Education Converence, California State University at
Dominguez Hills, Carson, CA.
Englert, C. S. (1986, March). Managing teacher effectiveness from
the teacher's point of view. Invited presentation at the Design
for Excellence Conference, San Diego State University, San Diego,
CA.
Englert, C. S. (1986, March). Expository writing in special
education classrooms. Invited presentation at the Design for
Excellence Conference, San Diego State University, San Diego, CA.
Englert, C. S. (1986, May). Text structure instruction in reading
and writing. Presentation, Conference on Reading Comprehension:
Research, Instruction, and Assessment, University of Michigan,
Ann Arbor, MI.
Englert, C. S. (1986, November). Text structure, Presentation,
State of Reading: Basals Conference, Michigan Reading
Association, Battle Creek, MI.
Raphael, T. E., & Englert, C. S. (1987, March). Strategy
Instruction in Writing. Michigan Reading Association, 31st Annual
Conference, Grand Rapids, Michigan.
Englert, C. S. (1987, May). Strategy instruction in writing.
Invited presentation at the PRISE Conference on Cognition and
Metacognition: Reading and Writing Strategies for Mildly
Handicapped Students, University of Pittsburgh, Pittsburgh, PA.
Englert, C. S. (1987, July). Metacognitive strategy instruction
in language. Teacher Learning Center, St. Louis.
Englert, C. S. (1987, August). Learning Strategy instruction.
Intermediate School District. Edinboro, PA.
Englert, C. S. (1987, August). Writing-reading connections.
Willmette Public Schools. Chicago, IL.
Englert, C. S., & Raphael, T. E. (1988, October). Strategies
for Teaching Text Structures and Thinking Processes in Writing.
Special Symposium of the Division for Learning Disabilities.
Purdue University, Lafayette, IN.
Englert, C. S. (1989, January). Writing instruction for special
needs students. Presentation to the Port Huron Intermediate
School District.
Englert, C. S. (1989, February). Teaching the Processes of
writing. Presentation to Berrien County Intermediate School
District.
Englert, C. S. (1989, Febuarary). Send for the POSSE: Turning
students into strategic readers and writers. Presentation to the
Hudson Intermediate School District.
Englert, C. S. (1989, April). Turning students into strategic
writers. Presentation at the Michigan Dyslexia Conference.
University of Michigan, Ann Arbor, MI.
Englert, C. S. (1989, May). Unlocking the mystery of the writing
process. Presentation at the Spring Reading Conference. Michigan
State University, East Lansing, MI.
Englert, C. S. (1989, July). Strategies for Literacy instruction.
Presentation at the Summer Institute of the Center for the Study
of Reading, Becoming a School of Readers, University of Illinois.
Champaign, IL.
Englert, C. S. (1991, November). Breaking with tradition:
Strategies for literacy instruction . esentation at the Annual
Conference of the Michigan Association of Learning Disabilities
Educators, Boyne City, Michigan.
Englert, C. S., Bobo, K., Mariage, M., Stine, T., Rozendal, M.,
& Mariage, T. (1992, November) Promoting literacy
performance:The holistic, strategic, dialogic, and social
enterprise of reading and writing. Learning Disabilities
Association Conference. Ypsilanti, MI.
Englert, C. S., & Rozendal, M. (1992, November). Effective
Literacy Instruction: A Collaborative Model for Teaching and
Learning in Special Education and Mainstream Settings. Paper
presented at the 8th annual Harvard Conference on Learning
Disorders. Chelmsford, MA.
Englert, C. S., (March, 1993). Literacy through Cognitive
Strategy Instruction, Presentation at Iowa State Conference on
Innovative Practices in Special Education. Cedar Rapids, Iowa
Englert, C. S., Mariage, T. V., Bobo, K., Wright, T., Reis, J.,
Paulsen, Mariage, M., Altman, M., Helder, K. Hicks, L., Williams,
L. (1993, April). Problem solving and Thinking Skills in the
Academic Curriculum, Presentation to special education teachers
of Lansing School District. Lansing, MI.
GRANTS
Englert, C. S., & Semmel, M. I. (1978-1980). The development
and use of media simulation in training inservice teachers to
teach reading to mildly handicapped children. Bureau of Education
for the Handicapped, Project No. G007804215, U. S. Office of
Education, Total Funding, $220,000.
Englert, C. S., Raphael, T., & Anderson, L. (1985-1988).
Teaching cognitive strategies to the mildly handicapped: A
classroom intervention study. A field-initiated research proposal
submitted to and funded by the U.S. Department of Education,
Office of Special Education and Rehabilitative Services, Special
Eduation Programs, Total Funding, $343,492.
Palincsar, A.S., Englert, C.S., Raphael, T.E., & Gavelek, J.
(1989-93). Transforming the learning disabled into self-regulated
learners: The construction, implementation and validation of an
early literacy curriculum. A field-initiated reserach proposal
funded by the U.S. Department of Education, Office of Special
Education and Rehabilitative Services, Special Education
Programs, 1989-1991. Total Funding, $699,431.
Englert, C. S. (1990-1995). Preparation of Special Education
Leadership Personnel for the Mildly Handicapped. Grant funded by
the U.S. Department of Special Education, Office of Personnel
Preparation, Special Education Programs, 1990-1995. Total
Funding, $466,962.
Englert, C. S. (1995-1999). The Development and evaluation of an
early intervention program for nonreaders and nonwriters. Grant
funded by the U.S. Department of Education, Office of Special
Education Programs, Total Funding, $712,952.
Englert, C. S., & Zhao, Y. (1996-1999). Technology-enhanced
learning environments: A university and school partnership for
development, implementation, and assessment of a multimedia
literacy curriculum. Office of Special Education Programs, Total
Funding, $600,000.
AWARDS AND DISTINCTIONS
Recipient of the Teacher Scholar Award, A university-wide award
presented to faculty for exemplary research and teaching,
Michigan State University, February, 1987.
Recipient of the President's Award, Local chapter of the Council
for Exceptional Children, April, 1993.
MEMBERSHIPS IN PROFESSIONAL ORGANIZATIONS
Council for Exceptional Children
Division for Children with Learning Disabilities
Teacher Education Division
Council for Learning Disabilities
International Reading Association
National Reading Conference
American Educational Research Association
SERVICE
Journal Editorial Boards
Former Member of the Editorial Board, Elementary School Journal
Review Board, Journal of Special Education Technology
Editorial Board, Learning Disability Quarterly
Reviewer, American Education Research Journal
Reviewer, Journal of Educational Psychology
Review Board, Learning Disabilities Research and Practice