Wanda B Hedrick

Professor

Childhood Education, Literacy, and TESOL • College of Education & Human Services

Areas of Expertise

Education

Ph.D. Education
University of North Carolina
1993

M.Ed. Educational Leadership
A&T University
1988

M.Ed. Reading
A&T University
1983

B.S. Elementary Education
Liberty University
1977

Biography

Dr. Wanda Hedrick taught middle school in North Carolina for seven years. After receiving her Ph.D. in Education from the University of North Carolina-Chapel Hill she began teaching literacy courses at the University of Texas at San Antonio and moved to the University of North Florida in 2003.

Dr. Hedrick’s research interests revolve around understanding how to help students with reading difficulties. She has published a book, Instructional strategies for teaching content vocabulary grades 4-12, authored and coauthored several book chapters, and has written articles in such journals as Journal of Adolescent and Adult Literacy, Reading Teacher, Middle School Journal, Reading, Research and Instruction, and Reading Psychology. She served as a column editor for Voices from the Middle for several years. Her most recent work with her colleagues, Drs. Lunetta Williams and Katrina Hall, has been the development of an observational instrument to measure reading engagement during in school independent reading.

Publications & Presentations

Refereed Journal Articles

 

Williams, L.M., Hall, K.W., Eastham, N., Hedrick, W.B., & Boller, D. (2015). Providing preservice and inservice teachers with virtual field experiences using interactive videoconferencing. The Reading Professor, 37 (1), 13-18.

 

Katrina W. Hall, Wanda B. Hedrick & Lunetta M. Williams (2014) Every Day We're Shufflin': Empowering Students During In-School Independent Reading, Childhood Education, 90:2, 91-98, DOI: 10.1080/00094056.2014.894789

 

Williams, L.M., Hall, K.W., Hedrick, W.B., Lamkin, M. & Abendroth, J. (2013). Developing an observational instrument to support authentic independent reading time during school in a data-driven world. Journal of Language and Literacy Education {Online}, 9 (2), 24-49. Available at

   http://jolle.coe.uga.edu/wp-content/uploads/2013/11/DevelopingAnObservationInstrument.pdf

 

Harmon, J.M., Hedrick, W.B., & Wood, K.D., Vintinner, J. (2011). An investigation of current secondary reading programs, Literacy Research and Instruction, 50(2), 105 — 119. DOI: 10.1080/19388071003611152.

 

Wood, K.D., Harmon, J.M., Hedrick, W.B. (2009). Deepening students’ understanding of content vocabulary. Middle Ground, 12, 16.

 

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.

 

Wood, K.D. Vintinner, J., Hill-Miller, P., Harmon, J.M., & Hedrick, W.B. (2009). An investigation of teachers' concerns about vocabulary and the representation of these concerns in content literacy methodology textbooks. Reading Psychology, 30, 319 – 339.

 

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, Gress, M. (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. Gress, M. (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,

  1. (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.), 52nd Yearbook of the National Reading Conference Yearbook. (pp. 230-244). 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

 

Hedrick, W.B., (2011) Do reading and reading instruction have to occupy the same space. Bumps in the road column in Voices from the Middle, 18(4), XX.

 

Hedrick, W.B. (2009). No writing allowed! This is a reading class. Bumps in the road column in Voices from the Middle, 16(4), 56-57.

 

Hedrick, W.B. (2008). “Textese”: A literacy teacher’s nightmare or Benjamin Franklin’s dream come true? Bumps in the road column in Voices from the Middle, 15(4), 61-62.

 

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

 

Vintinner, J., Stover, K., Harmon, J.M., Wood, K.D., & Hedrick, W. (2013). An investigation of word walls: Perceptions of middle school students and instructional potential. Pennsylvania Reads, 12(1), 15-27.

 

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.

 

Books

 

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

 

Wood, K.D, Harmon, J., Kissel, B., Hedrick, W.B. (2011). Research-based vocabulary instruction: Recommendations for struggling readers. In J. Paratore & R. McCormack (Eds.), After early intervention, then what? Teaching struggling readers in the middle grades (pp. 66-89). Newark, DE: International Reading Association.

 

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.

 

Harmon, J.M., Hedrick, W.B., Soares, L., & Gress, M. (2007). Assessing vocabulary: Examining knowledge about words and about word learning. In J.R. Paratore & R.L. McCormack (Eds.), Classroom literacy assessment: Making sense of what students know and do. (pp. 135-153). New York: The Guilford Press.

 

Hedrick, W.B., Harmon, J.M., & Wood, K.D. (2003). From trade books to

textbooks: Using the TAB book club approach with bilingual students. In J. Paratore & R. McCormack (Eds.), After early intervention, then what? Teaching struggling readers in the middle grades (pp. 190-207). 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. 39-46). 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. 107-115). 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.

 

Reprints

 

Good reading instruction is more important than who provides the instruction or where it takes place. Reprinted in P. A. Mason and J. S. Schumm (Eds.), Promising practices for urban reading instruction (2003). Newark, DE: International Reading Association [Hedrick, W.B. & Pearish, A. The Reading Teacher, 52, 716-726.]

 

Good reading instruction is more important than who provides the instruction or where it takes place. Reprinted in K. Mokhtari & Sheorey (Eds.), Balanced Reading Instruction, Vol. 9 (2002). Newark, DE: International Reading Association [Hedrick, W.B. & Pearish, A. The Reading Teacher, 52, 716-726.]

 

Professional Papers

 

Williams, L.M., Harris, D., Williams, N., & Hedrick, W.B. (2006). Motivation. Located at Florida Literacy and Reading Excellence Center at website http://flare.ucf.edu/ProfessionalPapers/FLaRE%20Professional%20Paper%20-%20Motivation.pdf.

 

Hedrick, W.B., Fine, J., & Zygouris-Coe, V. (2007) The new literacies: Information and communication technology. Located at Florida Literacy and Reading Excellence Center at website http://flare.ucf.edu/ProfessionalPapers/.

 

 

Published proceedings

 

Reybold, L.E. & Hedrick, W.B., (November, 2004). Revisiting Foundational Assumptions about Teaching and Learning in Higher Education. Paper presented at E-Learn Conference, Washington, D.C.

 

Mayall, H., McGee, P., Steinmetz, L. , & Hedrick, W. (2004). Technology for the Teachers’ Teacher: PT3 in Action.. Paper presented at the International Conference for the Society for Information Technology & Teacher Education, Atlanta, Georgia.

 

McGee, P., Hedrick, W., & Steinmetz, L. (2002). Tech•Connect: Learning About and With Technology. Paper presented at the International Conference for the Society for Information Technology & Teacher Education, Nashville, Tennessee

 

Hedrick, W.B. & McGee, P.A. (1998). Multi-media reading assessment tutorial prototype development. Published proceedings from the Tele-communication, Ed-media conference, Freiburg, Germany. pp.1657-1659.

 

Hedrick, W.B. & Hedrick, S.H. (1998). Using E-mail to Support a Field-based Reading Course: An Evolution of Who E-mails Who?. Published proceedings from the Tele-communication, Ed-media conference, Freiburg, Germany. pp. 1660-1662.

 

Hedrick, W.B., Katims, D., & Carr, N. (1997). Implementing a multilevel, multimethod literacy program for students with a mild to moderate mental retardation. Published proceedings from The 6th Symposium on literacy and disabilities. Durham, NC.

 

MANUSCRIPTS UNDER REVIEW

NONE

 

Presentations

Hedrick, W.B. (February, 2017). Increasing student's subject matter word knowledge. 11th Annual International Literacy Conference, Guatemala Reading Association, Antigua, Guatemala.

 

DeJulio, S., Doris, V.A., Stefanski, A.J., Leitze, A.,Cooper, J., & Hedrick, W.B. (2016). A critical examination of dyslexia legislation, policy, and practice in three states. Literacy Research Association Annual Conference, Nashville, Tennessee.

 

Hedrick, W.B. (February, 2015). Increasing student's subject matter word knowledge. 10th Annual International Literacy Conference, Guatemala Reading Association, Quetzaltenango (Xela), Guatemala.

 

Williams, L., Hall, K., & Hedrick, W.  (2014).  Preservice teachers engage third graders in reading nonfiction text.  Professors of Reading Teacher Educators, International Reading Association, New Orleans, Louisiana.

 

Hall, K., Williams, L., & Hedrick, W. (2014). Science book club: Engaging students in reading nonfiction texts. Organization of Teachers of Reading Education, International Reading Association, New Orleans, Louisiana.

 

Hedrick, W.B. (February, 2014). Teaching text patterns for writing and reading information. 25th Year Celebration of Centro Ecuménico de Integración Pastoral in Quetzaltenango (Xela), Guatemala.

 

Hedrick, W.B. (February, 2013). Teaching text patterns for writing and reading information. 9th International Literacy Conference, Guatemala City, Guatemala.

 

Independent Reading: What Do Engaged Readers Look Like? (November, 2012). Boller, D., Hall, K., Hedrick, W., Lamkin, M., & Williams, L. (Names in alphabetical order). National Council of Teachers of English (NCTE), Las Vegas, NV.

 

Williams, L., Hedrick, W., & Hall, K. (May, 2011). Measuring reading engagement during independent reading. Annual International Conference on Education (ATINER). Athens Institute for Education and Research/Human Development Research Unit of Education, Athens, Greece.

 

Hedrick, W. Williams, L., Hall, K. (May, 2011) Measuring Students' Engagement During Independent Reading. International Reading Association, Organization of Teacher Education in Reading (OTER) SIG, Orlando, FL.

 

Hedrick, W. Williams, L., Hall, K. (April, 2011) Are they really reading? Development of a reading engagement instrument. American Educational Research Association (AERA) Annual Conference, New Orleans, LA.

 

Williams, L., Hall, K., Hedrick, W. (December, 2010) Development of an Observational Instrument to Measure Reading Engagement During Independent Reading. National Reading Conference/Literacy Reading Association (NRC/LRA) Annual Conference, Fort Worth, TX.

 

Hall, K., Williams, L., & Hedrick, W. (November, 2010). In-school independent reading: What does it really look like?  Mid-South Educational Research Association (MSERA) Annual Conference, Mobile, AL.  

 

Ray, L., Fine, J., Hedrick, W., Puig, E. Senokossoff, G., Wegmann, S., Williams, N., & Zygouris-Coe, V. (July, 2010) Inter-University Collaboration: Leading & Learning in Literacy World Congress on Reading, Auckland, New Zealand.

 

Hall, K., Williams, L.W., Abendroth, J. & Hedrick, W.B., (December, 2009). The development of an observation instrument to measure reading engagement during independent reading time. Presented at the American Reading Forum in Sanibel Island, FL.

 

Hedrick, W.B., Harmon, J.M., & Wood, K.D., (December 4, 2008). An investigation of current reading programs for middle and high school students. Presented at the National Reading Conference in Orlando, FL.

 

Harmon, J.M., Wood, K.D., & Hedrick, W.B., (November 8, 2008). An investigation of word wall knowledge and efficacy in middle school classrooms. Presented at the College Reading Association in Sarasota, FL.

 

Harmon, J.M., Hedrick, W.B., & Wood, K.D., (November 29, 2007). Word wall: A literacy tool for supporting vocabulary learning in a middle school classroom. Presented at the National Reading Conference in Austin, TX.

 

Hedrick, W.B., Hall, K.W., Sanders, S., & Nelson, R., (August 5-7, 2007). Head and heart united: University and schools working together to prepared preservice teachers. Presented at the 15th European Conference on Reading at Humboldt-University in Berlin, Germany.

 

Hedrick, W.B., Williams, L.M., Tuschinski, L. (2007) Motivating students to want to read: It takes more than labeling the books’ reading levels. Presented at the Hawaii International Conference on Education, Honolulu, Hawaii.

 

Wood, K.D., Vintinner, J., Hill-Miller, P., Harmon, J. M., & Hedrick, W.B. (2006). What middle school teachers want to know about teaching vocabulary and what the professional literature in telling them. Presented at the National Reading Conference, Los Angeles, CA.

 

Wood, K.D., Vintinner, J., Hill-Miller, P., Harmon, J. M., & Hedrick, W.B. (2006). What middle school teachers want to know about teaching vocabulary and what the professional literature in telling them. Presented at the College Reading Association Conference, Pittsburg, PA.

 

Hall, K.W., Sanders, S., Nelson, R., & Hedrick, W.B. (2006). Head and heart united: University and schools working together to prepared preservice teachers. Presented at the Florida Statewide Teacher Education Conference, Ocala, Florida.

 

Williams, L., Hedrick, W.B., & Tuschinski, L. (June, 2006). Motivating students to want to read. Presented at the 2006 Just Read, Florida! K-12 Leadership Conference, Orlando, Florida.

 

Hedrick, W.B. (April, 2006) Matching Appropriate Content Vocabulary Strategies with the Vocabulary Being Taught. Presented at the Florida Secondary Reading Council Conference, Miami, Florida.

 

Harmon, J.M., Hedrick, W.B., & Wood, K.D (December, 2005) A Study of Middle School Students’ Self-Selection of Vocabulary from Expository Texts. Paper presented at the National Reading Conference, Miami, Florida.

 

Wood, K.D., Hedrick, W.B., & Harmon, J.M. (November, 2005) Increasing the Content Area Vocabulary Knowledge of Diverse Learners in the Middle School: What Research Says to the Practitioner. A paper presented at the National Middle School Association, Philadelphia, Pennsylvania.

 

Hedrick, W.B., Harmon, J.M., &Wood, K.D. (December, 2004) Prevalent Content Area Vocabulary Strategies and What Secondary Preservice Teachers Think about Them. Paper presented at the National Reading Conference, San Antonio, Texas.

 

Reybold, L.E. & Hedrick, W.B., (November, 2004). Revisiting Foundational Assumptions about Teaching and Learning in Higher Education. Paper presented at E-Learn Conference, Washington, D.C.

 

Mayall, H. , McGee, P., Steinmetz, L. , & Hedrick, W. (March, 2004). Technology for the Teachers’ Teacher: PT3 in Action.. Paper presented at the International Conference for the Society for Information Technology & Teacher Education, Atlanta, Georgia.

 

Eldridge, D., Harmon, J., Fine, J., Martinez, M., Sailors, M., Keehn, S., & Hedrick, W. (December, 2003) Features of Field Experiences at Sites of Excellence in Reading Teacher Education Programs. Paper presented at the National Reading Conference, Scottsdale, Arizona.

 

Wood, K.D., Harmon, J.M., & Hedrick, W.B. (2003). Making the Trade Book to Textbook Transfer Through the Talking About Books (TAB) Book Club Approach. Keynote address to Balanced Literacy Instruction, IRA Special Interest Group. Presentation at The International Reading Conference, Orlando, Florida.

 

Steinmetz, L. & Hedrick, W.B. (2003). Palms up! In the elementary school. Paper presented at the Society for Information Technology & Teacher Education conference, Albuquerque, New Mexico.

 

Hedrick, W.B., Wood, K.D., & Harmon, J.M. (December, 2002) Making the Trade Book to Textbook Transfer Through the Talking About Books (TAB) Book Club Approach. Paper presented at the National Reading Conference, Miami, Florida.

 

Keehn, S., Martinez, M., Eldridge, D., Sailors, M., Harmon, J., Hedrick, W., & Fine, J. (2002). Apprenticeship Experiences: What Beginning Teachers Value. Paper presented at National Reading Conference, Miami, Florida.

 

Keehn, S., Harmon, J., Martinez, M., Hedrick, W., Perez, B., & Steinmetz, L. (2002). An Institution’s Change in Reading Program as a Result of Participation in The National Commission for Excellence in Teacher Preparation in Reading: A Case Study. Paper presented at the National Reading Conference, Miami, Florida.

 

McGee, P., Hedrick, W., & Steinmetz, L. (2002). Tech•Connect: Learning About and With Technology. Paper presented at the International Conference for the Society for Information Technology & Teacher Education, Nashville, Tennessee         

 

Hedrick, W.B., & Harmon, J.M. (April/May, 2001). Just for us literacy program: Supporting reading comprehension in grades 3-5. Presented at the International Reading Conference, New Orleans, LA.

 

National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction: A Progress Report. (April/May, 2001). Presented at the International Reading Conference, New Orleans, LA.

 

Strecker, S.K., & Hedrick, W.B. (December, 2000). A comparative study of preservice teachers serving as reading tutors in two different settings. Presented at the National Reading Conference (NRC), Scottsdale, AZ.

 

National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction: Findings, Implications, and Recommendations. (December, 2000). . Presented at the National Reading Conference (NRC), Orlando, FL. Scottsdale, AZ.

 

Harmon, J.M., & Hedrick, W.B. (December, 2000). Teacher’s beliefs and practices of vocabulary instruction with social studies textbooks in grades 4-8. Presented at the National Reading Conference (NRC), Scottsdale, AZ.

 

Harmon, J. M., & Hedrick, W. B. (2000). Zooming In and Zooming Out: Enhancing vocabulary and conceptual learning in social studies. Presented at the International Reading Conference, Orlando, FL.

 

Hedrick, W.B. (December 1-4, 1999). Predicting growth in listening comprehension from children’s wide reading. . Presented at the National Reading Conference (NRC), Orlando, FL.

 

Hedrick, W.B., & Harmon, J., (December 1-4, 1999). Re-examining the relationship between listening and reading in the electronic age. Presented at the National Reading Conference (NRC), Orlando, FL.

 

Harmon, J., & Hedrick, W.B. (May, 1999). Zooming in and out: Engaging readers in comprehension of expository text. International Reading Association Conference, San Diego, CA.

 

Harmon, J., & Hedrick, W.B. (December,1998) A content analysis of vocabulary instruction social studies textbooks for grades 4-8. Presented at the National Reading Conference (NRC), Austin, TX.

 

Hedrick, W.B. (July 2, 1998). The Four Blocks: Balancing Methods for Diverse Learners. Presented at the Beginning Reading Institute sponsored by ESC-Region 20.

 

Hedrick, W.B., & McGee, P. A. (June, 1998). Multi-media Reading Assessment Tutorial Prototype Development. Presented at the Tele-communication, Ed-media conference, Freiburg, Germany.

 

Hedrick, W.B., & Hedrick, S.H. (June, 1998). Using E-mail to Support a Field-based Reading Course: An Evolution of Who E-mails Who. Presented at the Tele-communication, Ed-media conference, Freiburg, Germany.

 

Hedrick, W.B., & Harmon, J. (February 5-7, 1998). Teaching vocabulary strategies for expository text. Presented at the 33rd Annual Texas Council of Teachers of English. San Antonio, Texas.

 

Hedrick, W.B., Salazar, M., Pearish, A., Robbins, J., Soret, D., & Trevino, V. (1998). What are you going to do when they say, “I’m here to tutor in reading like President Clinton asked.”? International Reading Association Conference, Orlando, Florida.

 

Katims, D., Hedrick, W.B., & Carr, N. (April, 1998). Implementing a Multilevel, Multimethod Literacy Program for Students with Mild to Moderate Mental Retardation. Council for Exceptional Children, Conference, Minneapolis, Minnesota.

 

Hedrick, W.B., & Gonzalez, N.L. (1997) Pre-service teacher reflection and collegiality during field-based course work: Analyzing similarities and differences in student reporting via three different e-mail configurations. National Reading Conference (NRC), Scottsdale, Arizona.

 

McGee, P., & Hedrick, W.B. (1997). Axiomatic and Ancillary Use of E-mail in Preservice Education Courses. Presented at the Tele-communication, Ed-media conference, Calgary, Canada.

 

Hedrick, W.B. (1997). Implementing a Multilevel, Multimethod Literacy Program. TACE State Conference. Feb. 15, 1997, San Antonio, Texas.

 

Hedrick, W.B., Katims, D., & Carr, N. (1997). Implementing a Multilevel, Multimethod Literacy Program for Students with a Mild to Moderate Mental Retardation. Sixth Literacy and Disabilities Conference, Durham, North Carolina.

 

Hedrick, W.B. (1997). Meeting the Challenge: Implementing Affordable One-on-One Instruction. Presented at Schools in the 21st Century: Success Through Reading.

 

Hedrick, W.B., Foster, J., Salazar, M., Rodriguez, F., & Nunez, O. (1997). The Roadrunner Reader Program. Southwest International Reading Association Regional Conference, Fort Worth, Texas.

 

Hedrick, W. B. (1996). University students tutoring 3,4, 5th graders one-on-one within the school setting. National Reading Conference (NRC), Charleston, South Carolina.

 

Hedrick, W.B., & Pearish, A. (1996). Literacy group follow-up in second grade: Using pre-service teachers as tutors. Fifth Annual Literacy Conference, South Padre, Texas.

 

Hedrick, W.B., & Paloczy, S. (1996). The Roadrunner Reader Program. Southwest International Reading Association Regional Conference, Albuquerque, New Mexico.

 

Hedrick, W. B., Mittag, K.C., Crowder, D.C., & McGee, P. (1995). Using electronic mail as a data source for qualitative research. Southwest Educational Research Association conference, New Orleans, Louisiana.

 

Hedrick, W. B. (1993). Effects of Leisure Reading on Listening to Paragraphs Read Aloud. American Speech-Language-Hearing Association (ASHA) conference, Anaheim, California.

 

Hedrick, W. B. & Cunningham, J. W. (1993). The Effect of Wide Reading on Listening Comprehension of Written Text. National Reading Conference (NRC), Charleston, South Carolina.

 

Hedrick, W. B., Higgins, L., Schweitzer, S., Ligon, M., Jeffries, W., McElreath, N., Troutman, C., Farren, P., & Warren, L. (1993). First Readers Emerging (FREe): A Chapter I Reading Program evolves from remedial to preventative in collaboration with the first grade classrooms. North Carolina Reading Association (NCRA) conference, Charlotte, North Carolina.

 

Hedrick, W. B. & Henson, S. (1993). Instructors' perceptions of roles in adult basic skills classrooms. North Carolina Association for Research in Education (NCARE), Greensboro, NC.

 

Hedrick, W. B. (1992). A qualitative analysis of an adult basic skills classroom dominated by small group instruction. National Reading Conference (NRC), San Antonio, Texas.

 

Henson, S., Hedrick, W., Allen, K., & Bowden, M. (1992). "'You don't treat them like children, but...'Attitudes, values, and beliefs of Adult Basic Skills educators." Final report of Project Head and Hands, Literacy South, Durham, NC.

 

Koppenhaver, D. A., Hedrick, W. B., Abraham, L. M., & Yoder, D.E. (1992). Social and academic organization of literacy lessons for AAC users. International Society for Augmentative and Alternate Communication (ISAAC) Conference, Philadelphia, PA.

 

Hedrick, W. (1991). Beyond process writing. Southeast Regional Conference, International Reading Association, Winston-Salem, NC.

 

Olson, M., Hardison, L., Moorman, G., Bigham, T., Fay, T., Daniels, M., Hedrick, W., & Gilbert, D. (1991). Researching to learn. Southeast Regional Conference, International Reading Association, Winston-Salem, NC.

 

Hedrick, W., & Swofford, M. (1990). Video pen pals. International Reading Association Conference, Atlanta, GA.

 

Hedrick, W., & Swofford, M. (1989). Video pen pals. North Carolina Conference of the International Reading Association, Winston-Salem, NC.

 

 

HedrickContact Information

Building 57, Room 2214

(904) 620-1365

whedrick@unf.edu