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Cheri   Williams

Title: Professor
Office: 615O Teachers College
Tel: 513-556-3571
Email: willicl@ucmail.uc.edu

Publications

Peer-reviewed Publications

  • Williams, C. (2018). Learning to write with Interactive Writing . The Reading Teacher , 71 (5), 523-532.
  • Ramanayake, S. & Williams, C. (2017). "I don't know why I'm learning this": Preservice English teachers' engagement in a language development course . International Journal of Teaching and Learning in Higher Education, 29 (3).
  • West, J.A. & Williams, C. (2015). Grounding our teaching in research: Implications from Research in the Teaching of English, 2009-2012. . English Journal, 104 (6), 17-24..
  • Beam, S. & Williams, C. (2015). Technology-mediated writing instruction in the early literacy program: Perils, procedures, and possibilities. Computers in the Schools, 32 (3-4), 260-277. .
  • Williams, C. & Mayer, C. (2015). Writing in young deaf children . Review of Educational Research, 85 (4), 630-666. .
  • Johnson, H., Ehrlich, S., Watts-Taffe, S., & Williams, C. (2014). “Who am I here?”: Disrupted identities and gentle shifts when teaching in cyberspace. Journal of Instructional Research, 3, 43-54..
  • Watts-Taffe, S., Ehrlich, S., Williams, C., & Johnson, H. (2014). A preliminary examination of program effectiveness related to the online preparation of reading specialists. Journal of Reading Education , 40 (1), 43-49..
  • Wang, Y. & Williams, C. (2014). An investigation on the meta-analyses of reading research with students who are d/Deaf and hard of hearing and students who are hearing. . American Annals of the Deaf, 159 (4), 323-345..
  • Beam, S., Williams, C., & Bridgman, B. (2013). Trends in literacy research among elementary learners. Ohio Reading Teacher , 43 (1), 3-13.
  • Williams, C. (2012). Promoting vocabulary learning in young children who are deaf or hard of hearing: Translating research into practice.. American Annals of the Deaf, 156 (5), 501-508..
  • Bridgman, B., Williams, C., & Beam, S. (2012). Literacy research on adolescent and adult learners: Identifying research trends. The California Reader , 46 (2), 23-28. .
  • Williams, C., Sherry, T., Robinson, N., & Hungler, D. (2012). The practice page as a mediational tool for interactive writing instruction. The Reading Teacher, 65 (5), 330-340..
  • Williams, C. & Piolnieta, P. (2012). Using interactive writing instruction with kindergarten and first grade English Language Learners. Early Childhood Education Journal , 40,, 145-150. .
  • Williams, C. (2011). Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing. American Annals of the Deaf, 156 (1), 23-34. .
  • Williams, C. (2009). Word study instruction in the K-2 classroom. The Reading Teacher, 62 (7), 570-578..
  • Williams, C. (2009). Interactive writing as informed assessment with highly capable young children. Gifted Education International, 25(1), , 14-21..
  • Schirmer, B. R., & Williams, C. (2008). Evidence based practices are not reformulated best practices. Communication Disorders Quarterly, 29 (3), 166-168..
  • Williams, C. & Lundstrom, R. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61 (3), 204-212..
  • Williams, C. & Phillips-Birdsong, C. (2006). Word study instruction and second grade children's independent writing. Journal of Literacy Research, 38 (4), 427-465..
  • Williams, C. & Hufnagel, K. (2005). The impact of word study instruction on kindergarten children's journal writing. Research in the Teaching of English, 39 (3), 233-270..
  • Williams,C. (2004). The emergent literacy of deaf children. Journal of Deaf Studies and Deaf Education, 9 (4), 352-365..
  • Beckham-Hungler, D. & Williams, C. (2003). Teaching words that students misspell: Spelling instruction and young children's writing. Language Arts, 80 (4), 299-308..
  • Brotherton, S. & Williams,C. (2002). Interactive writing in a Title 1 literacy program. Journal of Reading Education, 27 (3), 8-19..
  • Rymer, R & Williams, C. (2000). Wasn't that a spelling word? Spelling instruction and young children's writing. Language Arts, 77(3),, 241-249..
  • Williams, C. (1999). Preschool deaf children's use of signed language during writing events. Journal of Literacy Research, 31 (2),, 183-212..
  • Yaffe, D. & Williams, C. (1998). Why women chose to participate in a family literacy program and factors that contributed to the program’s success. Journal of Adolescent and Adult Literacy, 42(1), , 8-19..
  • Williams, C. & McLean, M. (1997). Young deaf children's response to picture book reading in a preschool setting. Research in the Teaching of English, 31(3),, 59-88..
  • Lempert, D. & Williams, C. (1997). Successful first grade readers: Why some do not choose to read for enjoyment. Journal of Reading Education, 22(2),, 43-59..
  • Williams, C. (1995). Preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children: Implications for teacher preparation and in-service programs. American Annals of the Deaf, 140 (1),, 56-64..
  • Williams, C. (1994). The language and literacy worlds of three profoundly deaf preschool children. Reading Research Quarterly, 29 (2), 125-155..
  • Williams, C. (1993). Learning to write: Social interaction among preschool auditory/aural and total communication children. Sign Language Studies, 80, , 267-284..

Invited Publications

  • Williams, C. (2012). Promoting vocabulary learning in young children who are deaf or hard of hearing: Translating research into practice. American Annals of the Deaf, 156(6),, 501-508..

Published Books

  • Peter V. Paul, Ye Wang, & Cheri Williams (2013). Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development. Washington, DC: Gallaudet University Press (Co-Author). [Link]

Book Chapters

  • Schirmer, B. R., & Williams, C. (2003). Approaches to teaching reading. Oxford Handbook of Deaf studies, Language, and Education, (pp.110-122).). New York, NY: Oxford University Press.
  • Williams, C. (2003). Deaf children in inclusive early childhood classrooms. Early childhood classroom processes: A view through an ethnographic lens (pp.165-206.). Cresskill, NJ: Hampton Press, Inc.
  • Schirmer, B. R. & Williams, C. (2011). Approaches to reading instruction. Oxford Handbook of Deaf Studies, Language, and Education, (pp.115-129).). New York, NY: Oxford University Press.
  • Williams, C. (1996). Dealing with the data: Ethical issues in case study research. Ethics and representation in qualitative studies of literacy (pp.40-57).). Urbana, IL: NCTE.

Additional Publications

Editorial

  • Rymer, R. & Williams, C. (2000). Response to Raszinki: A Letter to the Editor., Language Arts. (pp. 88-89), 78(1).)..

Presentations & Lectures

Invited Presentations

  • Williams, C. (2007). A window of opportunity: Reading and writing instruction for preschool children International Conference on Early Learning, Istanbul, Turkey.
  • Williams, C. (2007). Tools for the mind and tools for the trade: Strategy instruction during word study and interactive writing activities AERA, Chicago, IL.
  • Williams, C. (05-2006). When \work work\" doesn't work well" Presented at IRA, Chicago.
  • Williams, C. (04-2006). Word savvy in second grade Presented at AERA, San Francisco.
  • Williams, C. (2006). The word wall as a mediational tool for writing NCTE, Nashville, TN.
  • Williams, C. (04-2005). Struggling writers learn to spell Paper presented at AERA conference, Montreal, Canada.
  • Williams, C (11-2004). The impact of word study instruction on 2nd graders' writing Paper presented at the NCATE conference, Indianapolis, IN.
  • Williams, C. (05-2004). Collaborative research with teachers Paper presented at the International Reading Association Annual Meeting, Reno, NV.
  • Williams, C. (05-2004). Reading instruction with deaf and hard of hearing students Paper presented at the International Reading Association Annual Meeting, Reno, NV.
  • Williams, C., & Lundstrom, R. P. (04-2004). Interactive writing as a bridge between word study and writing Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.
  • Williams, C. (04-2003). The impact of word study instruction on kindergarten children's writing development Paper presented at the American Educational Research Association Meeting, Chicago, Illinois.
  • Williams, C. (04-2003). Word study instruction in a Title I reading program American Educational Research Association, Chicago, Illinois.
  • Williams, Cheri (04-2001). Message from the chair American Educational Research Association, Seattle, WA.
  • Williams, Cheri (03-2001). Spelling instruction in second grade: Teaching words students misspell OCTELA, Columbus, OH.
  • Williams, Cheri (03-2001). Publishing in OJELA: Turning teaching ideas into publications OCTELA, Columbus, OH.
  • Williams, C (01-2001). Publishing your teaching ideas in OJELA Ohio Council for Teachers of English Language Arts, Dublin, Ohio.

Paper Presentations

  • Williams, C. (11-2011). Penils and Paper Subject Positions: Paired Writing Activities in First Grade, Chicago, IL.
  • Williams, C. (04-2012). Research on writing development in young deaf and hard of hearing children., Vancouver, British Columbia, Canada..

Experience & Service

Service

  • Gallaudet University: Scientific Advisory Board Science of Learning Center on Visual Language & Visual Learning, 2005 to To Present