I am interested, broadly, in the topic of reading difficulties for students across the age spectrum. My inquiry and interest into this topic includes the participation of families and communities in creating support systems for students who face reading challenges.
I primarily use narrative and qualitative approaches to examine the impact that literacy challenges have on the lives of those who experience these difficulties. I am currently studying the role that community literacy sponsors play in helping adult basic literacy and ESL students succeed. My dissertation research focused on the participation of parents in their young children's literacy learning at home and their pereceptions of the reading intervention programs their children received in school.
I also examine the historical contexts ofreading instruction. I am most interested in the work of seminal scholars like Jeanne Chall. The late Jeanne Chall's research and writing represents the life work of a scholar who sought evidence-based methods towards helping students learn to read. I am working on a paper that focuses on her contributions to the area of reading difficulties and dyslexia.
Semingson, P. The Contributions of Jeanne Chall to the Study of Reading Difficulties.
Journal Article
Refereed/Juried
In-progress
Forthcoming
Semingson, P. Changing the Great Debate: Chall's Evolving Philosophy Across Editions.
Journal Article
Refereed/Juried
Under Review
Forthcoming
Semingson, P. "Hidden Literacies" in the Home: Examining the Narratives of Marginalized Families. The Reading Teacher.
Journal Article
Refereed/Juried
In-progress
Forthcoming
Amaro-Jimenez, C. & Semingson, P. "Sometimes I Don't Know How to Help you But I'll Try:" Latina Mothers' Participation in their Children's Biliteracy Learning in the Home". The National Journal of Urban Education and Practice.
Journal Article
Refereed/Juried
In-press
Forthcoming
Semingson, P., Amaro-Jimenez, C., & Brown, J. Spreading the Wealth of Knowledge: Interactive Positioning in the Narrative of an Adult Literacy Coordinator. Adult Basic Literacy and Education Journal.
Journal Article
Refereed/Juried
In-progress
Presentations and Projects
Digital Institute: Center for Distance Education-UTA 2010
Sometimes I Don't Know How to Help you But I'll Try:" Latina Mothers' Participation in their Children's Biliteracy Learning in the Home 2010
Rose Spicola Reading Conference, Texas Woman’s University, Denton, TX.
Web 2.0 and Opportunities for Literacy Learning 2010
2010 International Literacy Coaching Conference.
Online Mentoring in a Literacy Methods Course 2010
2010 International Literacy Coaching Conference, Corpus Christ, TX.
‘I’m Not Seeing it at Home’: Breakdown in Communication between Home and School Literacy Practices 2010
American Educational Research Association, Denver, CO. Research presentation.
Spreading the ‘Wealth of Knowledge’: Personal Narratives of Literacy Sponsors 2010
American Educational Research Association, Denver, CO. Research presentation. With Dr. Carla Amaro-Jimenez.
Texas Council of Teachers of English Language Arts Conference 2009
Inspirational Authors: Engaging English Language Learners with Bilingual Text
National Association of Bilingual Education 2009
Engaging Bilingual Learners with Culturally Relevant Literature to Develop Comprehension and Vocabulary
O.K., Let's figure it out all together.": Social-Collaborative Literacy Learning Practices in the Home 2009
National Reading Conference. Albuquerque, NM. Research presentation.
Arlington Family Literacy Network 2008
Presentation on the Family Photography Project to adult and family literacy providers.
Texas Association of Bilingual Education 2008
The Photography Project
Staff Development: Austin Independent School District, Graham Elementary 2008
Presentation to 40+ staff and administrators on Effective Literacy Instruction for English Language Learners.
43rd Annual Rose Spicola Reading Conference 2007
February 2007--Presenter at 43rd Annual Rose Spicola Reading Conference, Texas Woman’s University, Denton, TX. Parent’s Perspectives About How Their Children’s Literacy Needs Are Met at School.
Texas Council of Teachers of English Language Arts 2007
January 2007—Texas Council of Teachers of English Language Arts. Annual Conference, Dallas, TX.
Staff Development: Austin Independent School District, Walnut Creek Elementary 2007
Presentation to 75+ faculty and administrators on Vocabulary Development for English Language Learners: "What Works".
American Educational Research Association 2006
April 2006-American Educational Research Association. Poster Presentation with Jo Worthy: "I Just Need More Information to Help My Child": Parents' Perspectives About How Their Children's Literacy Needs Are Met at School.
Texas State Reading Association Conference 2006
November 2006—Texas State Reading Association Conference, Austin, TX. Demonstration workshop. Reading and Writing Memoir Using Bilingual Books.
TexTESOL State Conference 2006
October 2006 --TexTESOL State Conference, Austin, TX. Demonstration workshop with Sherry Steen and Mónica Vásquez Neshyba: English Language Development through Literature: Strategies for Multilingual Classrooms.
Graduate Student Colloquium. U.T. Austin 2006
September 2006. Graduate Student Colloquium. U.T. Austin. Using quick-writes as a springboard to “grand conversations”
Texas Foreign Language Education Conference. U.T. Austin 2006
February 2006. Texas Foreign Language Education Conference. U.T. Austin. Poster session co-presented with Mónica Vásquez Neshyba. Using Culturally Responsive Children's Literature to Explore Identity: Bilingual Books and More.
National Council of Teachers of English 2005
November 2005-National Council of Teachers of English, Pittsburgh, PA. Panel presentation with Randy Bomer, Joel Dworin, and Laura May. Working with Students in Poverty: Bad and Good Ideas about Supporting-Not Slandering-Students from Low-Income Families.
Texas Association of Bilingual Educators 2004
October 2004—Demonstration workshop with Mónica Vásquez Neshyba at Texas Association of Bilingual Educators, El Paso, TX. Using Culturally Responsive Literature to Teaching Writing and Comprehension.
October 2003— Staff development. Harris Elementary, Austin, TX: Best Practices in Reading Comprehension-- self-monitoring, comprehension strategies, and metacognition.
May 2003— Staff development. Harris Elementary, Austin, TX. How to Assist Struggling Readers.
Staff Development: Austin Independent School District, Bilingual/ESL Department
Staff development on topic of: Vocabulary Development for English Language Learners.
Affiliations
Professional Memberships
2002 - Present - International Reading Association,
2004 - Present - National Council of Teachers of English
2005 - Present - National Reading Conference
2005 - Present - American Educational Research Association
2006 - Present - Texas State Reading Association
Appointments
Duration
Rank
Department / School
College / Office
University / Company
2008-Present
Assistant Professor
Department of Curriculum and Instruction
College of Education
University of Texas at Arlington
2005-2008
Lecturer
Department of Curriculum and Instruction (Reading courses)
College of Education
Texas State University, San Marcos
2004-2008
Lecturer
Bilingual Education Teacher Certification Program
Teacher Certification Program
Austin Community College
2005-2007
Assistant Instructor
Department of Curriculum and Instruction
College of Education
University of Texas
1997-2003
Elementary School Teacher
California and Texas schools (public)
Synergistic Activities
Community Service
• Volunteer for "Arlington Reads" through Arlington Public Library. August, 2008-present *Advisory board member, Arlington Reads, Arlington Public Library. January, 2009-present. President of Capital Area Reading Council, 2007-2008; Local affiliate of the International Reading Association. • Co-editor and contributor to "What's up Doc", Doctoral student newsletter, UT Austin, 2004-2007. • Reviewer of conference proposals for National Reading Conference, 2007. • Reviewer of conference proposals for AERA, 2006. • Reviewer for Women's and Gender Studies Graduate Student Journal, 2005. • Reviewer for Topics in Education: Review of Research and Practice, 2005. • School Year, 2003-2004—coordinated and presented four well-attended Third Grade Family Literacy Nights in English & Spanish at Harris Elementary. Recruited volunteers, developed agenda and materials, and utilized community resources. • Established "Literacy Libraries" for grades 3-5 at Harris Elementary. Gathered over 1,000 books from community to donate to Harris school to build bilingual classroom lending libraries. • Volunteer for Reading is Fundamental, Summer & Fall, 2004.
Awards: 2010
UTA President’s Award for Excellence in Distance Education Teaching
Support
Duration
Title
Sponsor
Amount
Status
2010-2011
Rising to the Challenge scholarship program
Greater Texas Foundation
$25,000
Pending
2010-2011
Research Enhancement Program Grant
UT Arlington
$9,995
Pending
2010-2011
Elva Knight Research Grant
International Reading Association
$9,995
Pending
2010-2010
Faculty Fellowships on Sustainability in the Curriculum
Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
Download Syllabus (504.5KB. This syllabus was uploaded Friday 09th, January 2009 03:11:07 PM and is subject to change.)
Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
Download Syllabus (443KB. This syllabus was uploaded Monday 09th, August 2010 10:42:59 AM and is subject to change.)
Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
Download Syllabus (338.5KB. This syllabus was uploaded Monday 09th, August 2010 10:41:47 AM and is subject to change.)
Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.
Download Syllabus (213.5KB. This syllabus was uploaded Tuesday 17th, August 2010 04:09:09 PM and is subject to change.)
Theory and practice in the teaching of the
English language arts for the middle level, including various
instructional approaches to reading, writing, listening, and speaking;
motivating student readers and writers, the teaching of work level
skills, vocabulary and comprehension, strategies for various writing
modes, purposes, and audiences; strategies for developing rereading,
revision and editing skills, basic components of assessment.
Integration of literature suitable for the middle level; selection and
evaluation of appropriate fiction, nonfiction, and poetry for
instruction, as well as literature-based instructional methods. This
course involves a two-hour lecture and two-hour application of lecture
and two-hour application of lecture/theory. The two-hour application of
lecture/theory will require students to spend time in a 4-8 classroom
during normal school hours.
Download Syllabus (199.5KB. This syllabus was uploaded Friday 21st, August 2009 02:48:08 PM and is subject to change.)
Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
Download Syllabus (544KB. This syllabus was uploaded Monday 16th, November 2009 01:42:36 PM and is subject to change.)
Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
Download Syllabus (544KB. This syllabus was uploaded Monday 16th, November 2009 01:43:26 PM and is subject to change.)
Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.
Download Syllabus (566.5KB. This syllabus was uploaded Monday 09th, August 2010 10:44:47 AM and is subject to change.)
Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.
Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
Comprehensive approach to literacy instruction. Emphasis on using genres of children¿s literature to promote language and literacy development. Instructional models and techniques for using children¿s literature across the curriculum. Use of appropriate media and non-print materials, selection and evaluation of literature, and strategies for stimulating and expanding children's response to literature.
• May 2005-present—Austin Community College, Curriculum writing and development for Bilingual Educator Certification Program. • January 2005—Staff development workshop. Harris Elementary, Austin, TX. Active Reading Strategies to Increase Comprehension.
Important Disclaimer: The responsibility for the accuracy of the information contained on these pages lies with the authors and user providing such information.
Faculty Profile
