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Susan Watts Taffe

Title: Associate Professor
Office: 615J Teachers College
Tel: 513-556-2534
Email: taffesn@ucmail.uc.edu

Education

  • Ph.D., State University of New York at Buffalo, 1991 (Major: Reading Education, Minor: Cognitive Psychology).
  • Ed.M., State University of New York at Buffalo, 1988 (Reading Education).
  • B.S., State University College at Buffalo, NY (Major: Exceptional Education, Concentration: Mathematics).

Research Information

Research Support

  • Watts-Taffe, S., If not a quick fix, then what? Understanding an innovative school structure, inquiry-based teacher professional development, and school-university collaboration in an urban school, The Spencer Foundation. $30,950. 07-2002.
  • Ginsburg-Block, M. & Watts-Taffe, S., Improving reading achievement through an extended learning and community literacy initiative, University of Minnesota Center for Urban and Regional Affairs (CURA). $20,000. 04-1999.
  • Watts, S. M., Strategy instruction and independent practice in grades four and six, University of Minnesota Faculty Summer Research Fellowship Program. $5,000. 12-1995.
  • Espin, C.; Watts, S. M.; Markell, M., Survey of reading instruction for middle and secondary students, Center for Applied Research and Educational Improvement, University of Minnesota. $2,500. 11-1995.
  • Watts, S. M., A comparison of two methods of teaching vocabulary in grade five, Graduate School Grant-in-Aid of Research, Artistry and Scholarship, University of Minnesota. $12,442. 05-1992.
  • Watts, S. M. & Hansen, H., The preparation of teachers for culturally diverse student populations, The Bush Foundation Project on Excellence and Diversity in Teaching, University of Minnesota. $2,500. 11-1991.
  • Graham, D. M., & Watts, S. M., An examination of the applicability of remedial reading clinical experiences across three states, Research and Creative Endeavors Committee (RACE), Eastern Montana College. $400. 10-1991.
  • Watts, S. M., Vocabulary instruction across homogeneous ability groups in grades five and six, The Mark Diamond Research Fund, State University of New York at Buffalo. $430. 10-1990.

Publications

Peer-reviewed Publications

  • Graves, M. F. & Watts Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62, 185-193.
  • Blachowicz, C. L. Z.; Fisher, P. J.; Ogle, D.; Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41, 524-539.
  • Watts-Taffe, S.; Gwinn, C. B.; Johnson, J. R.; Horn, M. L. (2003). Preparing preservice teachers to integrate technology into the elementary literacy program. The Reading Teacher, 57, 130-138.
  • Barr, R.; Watts-Taffe, S.; Yukota, J.; Ventura, M.; Caputi, V. (2000). Preparing teachers to teach literacy: Rethinking preservice literacy education. Journal of Literacy Research, 32, 463-470.
  • Watts-Taffe, S. & Truscott, D. M. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77, 258-265.
  • Cerra, K. K.; Watts-Taffe, S.; Rose, S. (1997). Fostering reader response and developing comprehension strategies in deaf and hard of hearing children. American Annals of the Deaf , 142 (5), 379-386.
  • Taylor, B. T.; Hansen, B.; Swanson, K.; Watts, S. M. (1997). Helping struggling readers: Linking small-group intervention with cross-age tutoring. The Reading Teacher, 51 (3), 196-209.
  • Watts, S. M. & Graves, M. F. (1997). Fostering middle school students’ understanding of challenging texts. Middle School Journal, 29 (1), 45-51.
  • Rothenberg, S. & Watts, S. M. (1997). Students with learning difficulties meet Shakespeare: Using a scaffolded reading experience to support English literature instruction. Journal of Adolescent and Adult Literacy, 40 (7), 532-539.
  • Watts, S. M., & Truscott, D. M. (1996). Using contextual analysis to help students become independent word learners. New England Reading Association Journal, 32 (3), 13-20.
  • Watts, S. M. & Bucknam, J. (1996). Using vocabulary studies to teach contextual analysis in grade four. Reading Horizons, 37 (2), 168-181.
  • Andersen, D. & Watts, S. M. (1996). Enhancing beginning reading achievement among urban Native American children. The Reading Instruction Journal, 40 (1), 7-12.
  • Graves, M. F., & Watts, S. M. (1996). Literacy for today’s world: Creating thinkers and doers for the world outside of school. California English Journal, 2 (1), 16-17.
  • Watts, S. M. & Cerra, K. C. (1996). Can you teach reading comprehension with children’s books? Fostering reader response and developing comprehension strategies. Balanced Reading Instruction, 3 (1), 1-11.
  • Watts, S. M. & Graves, M. F. (1996). Expanding your vocabulary program to foster word consciousness. Wisconsin State Reading Association Journal, 40 (2), 19-24.
  • Taylor, B.; Watts, S. M.; Hanson, B.; Swanson, K. (1995). Classroom support for struggling readers: Linking early reading intervention and cross-age partner reading in grades one through four. Reading Manitoba, 16 (1), 4-9.
  • Watts, S. M. (1995). Vocabulary instruction during reading lessons in six classrooms. Journal of Reading Behavior, 27 (4), 399-424.
  • Watts, S. M. & Johnson, A. P. (1995). Using dialogue journals to improve literacy teacher education. Journal of Reading Education, 21 (1), 27-38.
  • Watts, S. M. (1994). Considering issues of diversity in the creation of an effective reading program. Illinois Council Reading Journal, 22 (1), 21-24.
  • Watts-Taffe, S. (2009). Teaching the meanings of specific words. Language Magazine: The Journal of Communication and Education, 9 (7), 18-23.

Published Books

  • Watts-Taffe, S. (2007). Integrating literacy and technology: Effective practice in grades K-6. New York: Guilford Press.
  • Graves, M. F.; Watts-Taffe, S.; Graves, B. B. (1998). Essentials of elementary reading (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Graves, M. F.; Watts, S. M.; Graves, B. B. (1994). Essentials of classroom teaching:Elementary reading. Needham Heights, MA: Allyn & Bacon.

Book Chapters

  • Watts-Taffe, S.; Fisher, P. J.; Blachowicz, C. L. Z. (2009). Vocabulary instruction for diverse students. Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity New York: Guilford Press.
  • Watts-Taffe, S. (2006). Textbook selection and respect for diversity in the United States. Promoting social cohesion through education: Case studies and tools for using textbooks and curricula (pp.107-121). Washington, DC: World Bank Institute.
  • Watts-Taffe, S. & Gwinn, C. B. (2005). Viewing professional development through the lens of technology integration: How do beginning teachers navigate the use of technology and new literacies?. The 54th Yearbook of the National Reading Conference (pp.443-454). Oak Creek, WI: National Reading Conference.
  • Truscott, D. M., & Watts-Taffe, S. M. (2002). Supporting the English literacy development of ESL students in mainstream classrooms. Multicultural issues in literacy research and practice Hillsdale, NJ: Eribaum.
  • Graves, M. F. & Watts-Taffe, S. (2002). The place of word consciousness in a research-based vocabulary program. What research has to say about reading instruction (3rd ed.) Newark, DE: International Reading Association.
  • Watts, S. M. (1997). Cultural and linguistic diversity. Reading and learning in the content areas (2nd ed.) Columbus, OH: Merrill/Macmillan.
  • Watts, S. M. (1996). Improving literacy instruction and assessment for all students: A response to Robert Calfee and Kathryn Au. The First R: A Right of All Children New York: Teachers College Press.
  • Watts, S. M. & Peacock, J. (1994). Cultural and linguistic diversity. Reading and learning in the content areas Columbus, OH: Merrill/Macmillan.
  • Truscott, D. M. & Watts-Taffe, S. Literacy instruction for second language learners: A study of best practices. National Reading Conference Yearbook (pp.242-252)..

Electronic Journal Articles

  • Ehren, B. J.; Laster, B.; Watts-Taffe, S. (2009). Creating shared language for collaboration in RTI..

Presentations & Lectures

Paper Presentations

  • Watts-Taffe, S. (05-2008). Using rich conversation and structured academic routines for vocabulary development in preschool and the primary grades, Atlanta, GA.
  • Gwinn, C. B., & Watts-Taffe, S. (05-2007). How technology use extends the boundaries of the literacy environment and the literacy teacher, Toronto, Canada.
  • Gwinn, C. B., & Watts-Taffe, S. (05-2006). Building capacity through ongoing, scaffolded professional development experiences related to technology integration, Chicago, IL.
  • Watts-Taffe, S., & Gwinn, C. B. (2005). Studying effective literacy-technology integration over the course of four years: One teacher’s journey, San Antonio, TX.
  • Watts-Taffe, S., & Gwinn, C. B. (12-2004). Viewing professional development through the lens of technology integration: How do beginning teachers navigate the use of technology and new literacies? , San Antonio, TX.
  • Watts-Taffe, S., & Gwinn, C. B. (05-2003). Preparing preservice teachers to integrate technology into the elementary literacy program: A snapshot of instructional practices two years later, Orlando, FL..
  • Watts-Taffe, S. (03-2003). Textbook selection practices and promoting respect for diversity: U.S. experiences, Washington, D. C..
  • Gwinn, C. B., Watts-Taffe, S., & Horn, M. (05-2002). Preparing preservice teachers to integrate technology into the elementary literacy program, San Francisco, CA.
  • Watts-Taffe, S., Johnson, J., & Appelsies, A. (12-2001). Understanding a process of urban teacher development through guided inquiry and reflection, San Antonio, TX.
  • Watts-Taffe, S., Byrn, K. M., & Madvig, J. C. (12-1999). If not a quick fix, then what? One school’s effort to improve reading achievement from the inside out, The meeting of the National Reading Conference.
  • Truscott, D. M., & Watts-Taffe, S. (12-1997). Literacy instruction for second language learners: A study of best practices and supportive ecological conditions, Scottsdale, AZ.
  • Espin, C. A., Watts, S. M., & Markell, M. A. (03-1997). Survey of reading instruction in middle school and high school, Chicago, IL.
  • Taylor, B. M., Watts, S. M., & Hanson, B. (12-1996). Supplemental reading support for second and fourth grade struggling readers, Charleston, S.C.
  • Watts, S. M. (12-1995). Ethnographic investigation of vocabulary instruction during reading lessons in six classrooms. Constructing grounded theories of reading instruction, New Orleans, LA.
  • Watts, S. M., & Cerra, K. K. (05-1995). Engaging children with literature and teaching comprehension strategies: Applying theory to practice, The meeting of the International Reading Association.
  • Watts, S. M., & Johnson, A. P. (03-1995). A conversation on growth through reflection, Minneapolis, MN.
  • Watts, S. M. (10-1994). A response to Kathryn Au and Robert Calfee, Minneapolis, MN.
  • Watts, S. M. (04-1994). Teacher preparation for diversity: A study of preservice teacher attitudes, influential program variables, and community recommendations, New Orleans, LA.
  • Cerra, K. K., & Watts, S. M. (03-1994). Children’s literature and reading comprehension instruction: A marriage made in Heaven? , Portland, OR..
  • Watts, S. M., & Wenda, W. (12-1993). A comparison of semantic mapping and definition plus context for teaching vocabulary in fifth grade, Charleston, SC.
  • Watts, S. M. (04-1993). Actions speak louder than words: Teaching our preservice and in-service teachers in the way we expect them to teach, San Antonio, TX.
  • Watts, S. M. (05-1992). Vocabulary instruction in six urban elementary schools: Results of classroom observations and teacher interviews, Orlando, Fl.
  • Villegas, A. M., & Watts, S. M. (04-1991). Villegas, A. M., & Watts, S. M. , Chicago, IL.
  • Gwinn, C. B., Watts-Taffe, S., & Horn, M. (11-2001). Technology integrated into the elementary literacy curriculum: Preservice teachers plan for and practice its potential.
  • Watts, S. M. (01-1993). Words are like crayons: Vocabulary instruction to meet individual needs and promote independence, River Falls, WI.
  • Graham, D. M., & Watts, S. M. (10-1990). Contextual analysis in naturally occurring prose: Effects ofpassage length, word frequency, and grade, Ellenville, NY.
  • Watts, S. M. (10-1993). New directions in vocabulary instruction for grades 4-8, St. Cloud, MN.
  • Watts, S. M., & Williams, S. T. (07-1993). teachers for diverse student populations, University of Minnesota, Minneapolis, MN.
  • Watts, S. M. (05-1990). Vocabulary instruction in three urban school classrooms, State University of New York at Buffalo, Buffalo, NY.
  • Watts-Taffe, S. (05-2009). What research says about technology integration, Minneapolis, MN.
  • Watts-Taffe, S.; Kinney, A. (12-2009). Theory meets practice: Teaching sophisticated vocabulary in six linguistically diverse classrooms, Albuquerque, NM.
  • Watts-Taffe, S. (05-01-2012). How Can Research in Vocabulary Change Your Instruction: A Discussion of Key Ideas Presented in The Handbook of Research on Teaching the English Language Arts, Vol. 3, Chicago, IL.

Honors & Awards

  • Distinguised Teaching Award, College of Education and Human Development, University of Minnesota, 1996.
  • Outstanding Article Award, Organization of Teacher Educators in Reading, 1996.
  • Faculty Summer Research Fellowship, University of Minnesota, 1996.
  • Faculty Single Quarter Leave, University of Minnesota, 1994.
  • Martin Luther King, Jr. Scholarship Award, SUNY at Buffalo, 1991.
  • Predoctoral Summer Internship, Educational Testing Service, 1990.
  • Underrepresented Minority Graduate Fellowship, SUNY at Buffalo, 1987 to 1991.
  • President's Award, SUNY at Buffalo, 1986.
  • Outstanding Student in Mental Retardation/Physical Handicap, SUCAB, 1986.
  • Joseph T. Weingold Scholarship, SUCAB, 1984 to 1986.
  • All-College Honors Activity Council, SUCAB, 1982 to 1986.

Experience & Service

Work Experience

  • 09-2007 to To Present, Associate Research Professor, University of Cincinnati, Division of Teacher Education.
  • 06-2004 to To Present, Educational Researcher and Consultant, true.
  • 06-2004 to To Present, Affiliated Associate Professor, University of New Hampshire, Education Department.
  • 09-2003 to 05-2004, Visiting Associate Professor, University of New Hampshire, Education Department.
  • 09-1997 to 05-2004, Associate Professor, University of Minnesota, Department of Curriculum and Instruction.
  • 09-1991 to 06-1997, Assistant Professor, University of Minnesota, Department of Curriculum and Instruction.
  • 06-1991 to 08-1991, Instructor, State University of New York at Buffalo, Department of Learning and Instruction.
  • 09-1988 to 08-1989, Instructor and Clinical Supervisor,.
  • 1989 to 1991, Reading Diagnostician, Private Consultant.
  • 1987 to 1988, Substitute Teacher, Williamsville Central School District, Williamsville, New York.
  • 1986 to 1987, Special Education Teacher, Country Parkway Elementary School, Williamsville, New York.
  • 06-1986 to 08-1986, Substitute Teacher, Cantilician Center for Learning, Amherst, New York.

Service

  • Editorial Board Member, Reading Research Quarterly 2001 to To Present
  • Guest Co-Editor, Journal of Literary Research 1999 to 2000
  • Editorial Board Member, Journal of Literacy Research 1998 to 2001
  • Editorial Board Member, Journal of Educational Psychology 1996 to 2001
  • Outside Reviewer, Review of Educational Research 1999
  • Editorial Board Member, National Reading Conference Yearbook 1999
  • Reviewer, Annual Reading Research Conference, International Reading Association 1998 to To Present
  • Consultant, Strong Souls Singing: African American Books for our Daughters and our Sisters 1998
  • Outside Reviewer, Journal of Reading Behavior 1995
  • Editor, Twin Cities Area Reading Council Newsletter 1994 to 1995
  • American Educational Research Association 1998
  • Reviewer, National Reading Conference 1994
  • Reviewer, AERA Student Research Award 1993
  • Reviewer, Northeastern Educational Research Association 1991
  • Committee Chair, International Reading Association Subcommittee on Research Publication Awards, 2001 to 2002
  • President, Twin Cities Area Reading Council 1994 to 1996
  • Vice President, Twin Cities Area Reading Council 1993 to 1994
  • Member, Response to Intervention (RTI) Commission of the International Reading Association 2008 to To Present
  • Co-Chair, American Montessori Association (AMA) and the Independent Schools Association of the Central States (ISACS) of The New School Montessori, North Avondale Steering Committee for Re-Accreditation, 2007 to 2010

Other Experience and Professional Memberships

  • 2011 to 2013 ,Member (by invitation of IRA President), . International Reading Association's Response to Intervention Task Force. IRA is the largest professional organization in the field of literacy with over 90000 members. This is a position appointed by the President of the organization.

Courses Taught

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Graduate

  • Level: Graduate

  • Level: Graduate

  • Level: Graduate

  • Level: Graduate

  • Level: Graduate

  • Level: Graduate