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Wanda B. Hedrick

Curriculum Vitae

Education

Ph.D., Education with an emphasis in literacy, University of North Carolina-Chapel Hill Doctoral dissertation: The effect of wide reading on listening comprehension of written text, directed by James W. Cunningham. (1993)

M.Ed., Educational Leadership, A &T University, Greensboro, NC. (1988)

M.Ed., Reading, A & T University, Greensboro, NC. (1983)

B.S., Elementary Education, Liberty University, Lynchburg, VA. (1977)

Experience

Professor, Univerisity of North Florida (2008-present)

Associate Professor, University of North Florida (2003-2008)

Associate Professor, University of Texas at San Antonio (2000-2003)

Assistant Professor, University of Texas at San Antonio. (1994-2000)

Visiting Assistant Professor, UNC-CH. Taught Teaching Reading and the Related Language Arts to Elementary Education (K-6) majors (Fall 1993, Spring 1994)

2nd -8th grade Reading Specialist, Randolph County Schools, North Carolina (1983-1991)

7th grade Mathematics/Science Teacher, Randolph County Schools, North Carolina (1978-80)

4th grade Teacher, Big Oak Christian School, Biscoe, North Carolina (1977-78)

Refereed Publications

 

Harmon, J.M., Wood, K.D. Hedrick, W.B.,  Vintinner, J., & Willeford, T. (2009) Interactive Word Walls: More Than Just Reading the Writing on the Walls. Journal of Adolescent and Adult Literacy, 52, 398-408.

 

Hedrick, W.B., Harmon, J.M., & Wood, K.D. (2008) Prominent content vocabulary strategies and what secondary preservice teachers think about them. Reading Psychology, 29, 443 – 470.

 

Harmon, J.M., Hedrick, W.B., & Wood, K.D. (2008) Pick a word—Not just any word: Middle school students’ use of vocabulary self-selection with expository texts. Middle School Journal, 40, 43-52.

 

Williams, L., Hedrick, W.B., Tuschinski, L. (2008) Motivation: Going Beyond Testing to a Lifetime of Reading.  Childhood Education, 84, 135-141.

 

Harmon, J.M., Hedrick, W.B ., Wood, K.D. (2005). Vocabulary self-selection: A study of middle-school students' word selections from expository text. Reading Psychology, 26, 313-333.

 

Harmon, J. M., Hedrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in the content Areas: Implications for struggling readers. Reading and Writing Quarterly.21, 261-280.

 

Hedrick, W.B., Harmon, J. M., Linerode, P.M. (2004). Teachers' beliefs and practices of vocabulary instruction with social studies textbooks in grades 4-8. Reading Horizons , 103-125.

 

Sailors, M., Keehn, S., Martinez , M.G., Harmon, J.M., Hedrick, W. , Fine, J., & Eldridge,D. (2004). Features of early field experiences at sites of excellence in reading teacher education programs. In Fairbanks , C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.), 53rd. Yearbook of the National Reading Conference . (pp. 342-355). Oak Creek , WI : National Reading Conference .

 

Keehn, S., Martinez , M., Harmon, J., Hedrick, W ., Steinmetz, L., & Perez, B. (2003).Teacher preparation in reading: A case study of change in one university-based undergraduate program. In C.M. Fairbanks, J. Worthy, B. Maloch, J.V. Hoffman, & D.L. Schallert (eds.), 52 nd Yearbook of the National Reading Conference Yearbook. Oak Creek , WI : National Reading Conference.

 

Hedrick, W.B ., & Cunningham, J.W. (2002). Investigating the effect of wide reading on listening comprehension of written language. Reading Psychology, 23, 107-126.

 

Harmon, J. M., Hedrick, W. B., Martinez, M. G., Perez, B., Keehn, S., Fine, J. C., Eldridge, D. Flint , A. S., Littleton , D. M., Bryant-Shanklin, M. Loven, R., Assaf, L., & Saiors, M. (2001). Features of excellence of reading teacher preparation programs. In J.V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), National Reading Conference Yearbook (pp. 262-274). Chicago , IL : National Reading Conference.  

 

Strecker, S., Harmon, J. M., Hedrick, W. B ., Martinez , M. G., & Perez, B. (2001). A study of the impact of a reading specialization program on first-year teachers. In J.V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), National Reading Conference Yearbook (pp. 323-332). Chicago , IL : National Reading Conference.

 

Harmon, J. M., & Hedrick, W. B. (2001). Zooming in and zooming out for better vocabulary learning. Middle School Journal, 32, 22-29.

 

Harmon, J. M., Hedrick, W. B ., Strecker, S., Martinez , M. G., & Perez, B. (2001) Field experiences in reading: Contextualizing and tailoring a reading specialization program. The Reading Professor, 23 , 49-77.

 

Harmon, J. M., & Hedrick, W. B . (2000). Zooming In and Zooming Out: Enhancing vocabulary and conceptual learning in social studies. The Reading Teacher, 54, 155-159.

 

Harmon, J.M. & Hedrick, W.B. (2000). A Content Analysis of Vocabulary Instruction in Social Studies Textbooks for Grades 4-8. Elementary School Journal, 100, 253-271.

 

Hedrick, W. B., McGee, P., & Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching and Teacher Education, 16, 47-63.

 

Hedrick, W. B. (1999). University students tutoring 3,4, 5th graders one-on-one within the school setting. Reading Research and Instruction, 38 , 211-219.

 

Hedrick, W.B., & Pearish, A. (1999) Good reading instruction is more important than who provides the instruction or where it takes place. The Reading Teacher, 52, 716-726.

 

Hedrick, W.B ., Katims, D., Carr , N.J. (1999). Implementing a multi-method, multi-level literacy program for students with a mild to moderate mental retardation. Focus on Autism and Other Developmental Delay, 14, 231-239 .

 

Hedrick, W.B . & Cunningham, J.W. (1995). The relationship between wide reading and listening comprehension of written language. Journal of Reading Behavior, 27 , 425-438.

 

Invited Journal Articles

Wood, K.D., Harmon, J.M., & Hedrick, W.B . (2004). Teaching vocabulary to diverse
learners: Recommendations from the research. Middle School Journal, 35 (5), 57-63. 

Column Editor for Voices from the Middle

Hedrick, W.B. (in press). “Textese”: A literacy teacher’s nightmare or Benjamin Franklin’s dream come true?  Bumps in the road column in Voices from the Middle, XX(X), XX-XX.

 

Hedrick, W.B. (2008). Old literacies the new way or new literacies the new way?  Bumps in the road column in Voices from the Middle, 15(3), 50-51.

 

Hedrick, W.B. (2007). Test madness. Bumps in the road column inVoices from the Middle, 15(2), 64-65.

 

Hedrick, W.B., Williams, L., & Tuschinski, L. (2007) Expecting more than points on a chart. Bumps in the road column in Voices from the Middle, 15(1), 62-63.

 

Hedrick, W. B., Harb, R., Paone, Adrienne, Sikes, C., Clark, P. (2007). There is more to fluency than speed and accuracy.  Bumps in the road column in Voices from the Middle, 14(4), 55-56.

 

Hedrick, W.B. (2006). Reading incentives don’t necessarily grow readers. Bumps in the road column in Voices from the Middle, 14(2), 77-78.

 

Hedrick, W.B. (2006). This year’s password: Iatrogenic. Bumps in the road column in Voices from the Middle, 14 (1), 68-69.

State Journal Articles

 Hedrick, W.B. (1998). Roadrunner Reader Tutoring: A 7-step one-on-one program to improve children's reading. Texas Journal of the International Reading Association, 20, 1,6-8.

 

Book and Book Chapters

Book

Harmon, J.M., Wood, K.D., & Hedrick, W.B. (2006). Instructional strategies for teaching content vocabulary. Co-published by the National Middle School Association and the International Reading Association.

Book Chapters

Harmon, J.M.,Wood, K.D., Hedrick, W.B.(2008). Vocabulary instruction in middle and secondary content classrooms: Understandings and direction from research. In A. Farstrup and J. Samuels (Eds.), What the research has to say about vocabulary instruction (pp. 150-181). Newark, DE: International Reading Association.

 

Hedrick, W. B., Harmon, J. M., & Wood, K. D. (2003). From tradebooks to textbooks: Using the TAB book club approach with bilingual students. In J. Paratore & R. McCormick (Eds.), After Early Intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: International Reading Association.

 

Hedrick, W. B., (2000) Absent mother: A case study of Early Intervention. In P.J. McWilliam (Ed.), Lives in progress: Case stories in Early Intervention (pp. ). Baltimore: Paul Brookes Publishing Company.

 

Hedrick, W.B., & McWilliam, P.J. (2000). Sunset View: A case study of Early Intervention. In P.J. McWilliam (Ed.), Lives in progress: Case stories in Early Intervention (pp. ). Baltimore: Paul Brookes Publishing Company.

 

Desimone, L., Jerman-Garrison, D., Patterson, J., Philipsen, M., Manley, S., and Hedrick, W.B. (1999). Interagency collaboration: Alternative forms and their problems. In A. Adkins, C. Awsumb, G. Noblit, and P. Richards (Eds.), Working Together? Grounded Perspectives on Interagency Collaboration (pp. 79-101). Cresskill, NJ: Hampton Press.

Grants/Contracts

Faculty Development Leave (internal grant). Research release to work on a project entitled “Examining the impact of university students on an elementary campus”. (½ time workload for 2002-2003)

Preparing tomorrow’s teachers to use technology (Federal Grant). With others in the College of Education and Human Development at The University of Texas at San Antonio: First Year of Three-$420,000 (2001-2002); Second Year of Three-$367,000 (2002-2003). It should be noted that this grant required a 1-1 costshare and therefore the total amount of the grant for each year should be doubled to see the actual grant amount.

Faculty Research Award, The University of Texas at San Antonio. With Janis Harmon. Examining the treatment of vocabulary instructional support for social studies teachers found in the social studies textbook manuals: $3500 (1997-98)

Roadrunner Reader Program with Harlandale Independent School District, San Antonio, Texas. Contract to use university students in reading courses to tutor children at four Elementary School. Amount of contract: $61,979 (1997-98, school year).

Hispanic Association of Colleges and Universities. To finish development of a tutoring manual used to train “America Reads” Tutors in San Antonio Independent School District. $1985 (1997)

Roadrunner Reader Program with Harlandale Independent School District, San Antonio, Texas. Contract to use university students in reading courses to tutor children at four Elementary Schools. Amount of contract: $62,000 (1996-1997, school year).

Tutoring 1-1 with Harlandale Independent School District, San Antonio, Texas. Contract to use university students in reading courses to tutor children at Wright Elementary School. Amount of contract: $60,000. (1995-1996, school year)



 

 

 

 
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