Academic Preparation
PhD Human Development, Cognitive Studies
Teachers College, Columbia University
May 2002
MA Human Development, Cognitive Studies
Teachers College, Columbia University
May 2000
BS Family Science
Brigham Young University
December 1996
Certification Elementary and Early Childhood Education
Honors/Awards
Nancy Peery Marriott Award for Scholarship
McKay School of Education, Brigham Young University
August 2013
Young Scholar Award
Brigham Young University
August 2008
Dissertation Accepted with Distinction
Teachers College, Columbia University
May 2002
Kappa Delta Pi Education Honor Society
Teachers College, Columbia University
1999-2002
Teaching and Related Experience
Department Chair August 2016-Present
Brigham Young University
Department of Teacher Education
Professor Fall 2016-Present
Brigham Young University
Department of Teacher Education
Associate Professor Fall 2008-Fall 2016
Brigham Young University
Department of Teacher Education
Assistant Professor Fall 2002-Fall 2008
Brigham Young University
Department of Teacher Education
Research Assistant 1999-2002
Teachers College, Columbia University
Research and data collection for projects on reading comprehension
for at-risk children in elementary school, funded by the US
Department of Education, Office of Special Education, National
Center on Accelerating Student Learning (CASL)
Teaching Assistant 2000-2001
Teachers College, Columbia University
Psychology of Reading and Language
Assisted in grading papers, writing exams and other general course
assistance
Reading Partner 1999-2001
Brooklyn Public Library, Carnegie Grant
Planned and implemented reading instruction for Grades 1-6 for
weekly classes that included remedial reading and other scholastic
assistance for children at risk for school failure
Staff Developer 1998
Literacy Enhancement Project, CUNY
Supervised and observed teachers participating in the Literacy
Enhancement Project; conducted monthly staff development meetings
to support for participating teachers and staff
Classroom Teacher 1998
Naylor Road Elementary School, Washington, DC
First Grade Teacher
Classroom Teacher 1997
Stansbury Elementary School, West Valley, UT
First Grade Teacher
Journal Articles
Hall-Kenyon, K.M., & Rosborough, A. A. (in press). Exploring pedagogical relationships in the
context of free play. Early Years.
Feinauer, E., Hall-Kenyon, K. M., & Everson, K. C. (in press). Rethinking the linguistic
threshold hypothesis: Modeling the linguistic threshold among young Spanish-English bilinguals. Bilingualism: Language and Cognition.
Bingham, G.E., Culatta, B., & Hall-Kenyon, K.M. (2016). Examining the impacts
of systematic and engaging early literacy (SEEL): Attention to teacher practices and classroom effects across the kindergarten year. Journal of Research in Childhood Education, 30(4), 494-512.
Hall-Kenyon, K.M., & Culatta B. (2016). Informational text content and structure: Intervention
ideas for young children. Perspectives, 1, 90-98. doi:10.1044/persp1.SIG1.90
Jensen, B.T., Reese, L., Hall-Kenyon, K.M., & Bennett, C. (2015). Social competencies and
oral language development for young Latino children of immigrants. Early Education and Development, 26(7), 933-955.
Bullough, R.V., & Hall-Kenyon, K.M. (2015). Chronic homelessness, Head Start, and
changing federal policies: Teaching and learning at Hawthorne House. Urban Education, 50, 631-659. DOI: 10.1177/0042085914525792
Hall-Kenyon, K.M., Bullough, R.V., MacKay, K.L., & Marshall, E. (2014). Preschool teacher
well-being: A review of the literature. Early Childhood Education Journal, 42, 153-162. DOI: 10.1007/s10643-013-0595-4.
Bullough, R.V., Hall-Kenyon, K.M., MacKay, K. L., & Marshall, E. (2014). Head Start and the
intensification of teaching in early childhood education. Teaching and Teacher Education, 37, 55-63.
Hall-Kenyon, K.M., & Smith, L.K. (2013). Negotiating a shared definition of curriculum
integration: A self-study of two teacher educators from different disciplines. Teacher Education Quarterly, 40(2), 89-108.
Feinauer, E., Hall-Kenyon, K.M., & Davison, K.C. (2013). Cross-language transfer of early
literacy skills: An examination of young learners in a two-way bilingual immersion elementary school. Reading Psychology, 34(5), 436-460.
Bingham, G.E., & Hall-Kenyon, K.M. (2013). Examining teachers' beliefs about and
implementation of a balanced literacy framework. Journal of Research in Reading, 36(1), 14-28.
Bingham, G.E., & Hall-Kenyon, K.M. (2013). Full- and half-day kindergarten programs:
Examining impacts on second language learners. Early Child Development and Care, 183(2), 185-199.
Bullough, R.V., Hall-Kenyon, K.M., & MacKay, K.L. (2012). Head Start teacher well-being:
Implications for policy and practice. Early Childhood Education Journal, 40(6), 323-331.
Bullough, R.V., & Hall-Kenyon, K.M. (2012). On teacher hope, sense of calling and commitment to teaching. Teacher Education Quarterly, 39(2), 7-27.
Watanabe, L., & Hall-Kenyon, K.M. (2011). Improving young children’s writing: The influence of story structure on kindergartners’ writing complexity. Literacy Research and Instruction, 50(4), 272-293.
Bullough, R.V., Jr., & Hall-Kenyon, K.M. (2011). The call to teach and teacher hopefulness.
Teacher Development, 15(2), 127-140.
Hall-Kenyon, K.M., & Black, S. (2010). Learning from expository texts: Classroom-based strategies for promoting comprehension and content knowledge in the elementary grades. Topics in Language Disorders, 30(4), 339-349.
Culatta, B., Hall-Kenyon, K. M., & Black, S. (2010). Teaching expository comprehension skills in early childhood classrooms. Topics in Language Disorders, 30(4), 323-338.
Westby, C., Culatta, B., Lawrence, B., & Hall-Kenyon, K. (2010). Summarizing expository texts. Topics in Language Disorders, 30(4), 275-287.
Bingham, G. E., Hall-Kenyon, K. M., & Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy instruction. Communication Disorders Quarterly, 32(1), 38-49.
Hall-Kenyon, K. M., Bingham, G. E., & Korth, B. B. (2009). How do linguistically diverse
students fare in full- and half-day kindergarten? Examining academic achievement, instructional quality, and attendance. Early Education and Development, 20(1), 25-52.
Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101(1), 1-20.
Korth, B. B., Erickson, L., & Hall, K. M. (2009). Defining teacher educator through the eyes of
classroom teachers. The Professional Educator, 33(1), 1-12.
Bullough, R. V., Young, J., Hall, K. M., Draper, R. J., & Smith, L. K. (2008). Cognitive complexity, mentoring, and the first year of teaching. Teaching and Teacher Education, 24, 1846-1858.
Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring and Tutoring: Partnership in Learning, 16(3), 328-345.
Hall, K. M., & Sabey, B. L. (2007). Focus on the facts: Using informational texts effectively in early elementary classrooms. Early Childhood Education Journal, 35(3), 261-268.
Culatta, B., Hall, K. M., Kovarsky, D., & Theodore, G. (2007). Contextualized approach to language and literacy (Project CALL): Capitalizing on varied activities and contexts to teach early literacy skills. Communication Disorders Quarterly, 28(4), 216-235.
Hall, K. M., Culatta, B., & Black, S. (2007). Curriculum-based emergent literacy assessment in early childhood. Seminars in Speech and Language, 28(1), 3-13.
Draper, R. J., Hall, K. M., & Smith, L. K. (2006, Summer). The possibility of democratic educational research to nurture democratic educators. Action in Teacher Education, 28, 66-72.
Hall, K. M., Markham, J. C., & Culatta, B. (2005). The development of the early expository comprehension assessment (EECA): A look at reliability. Communication Disorders Quarterly, 26(4), 195-206.
Hall, K. M., Smith, L. K., Draper, R. J., Bullough, R. V., & Sudweeks, R. (2005). Measuring the self-efficacy of mentor teachers. Academic Exchange Quarterly, 9(4), 188-192.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97(4), 538-550.
Draper, R. J., Smith, L. K., Hall, K. M., & Siebert, D. (2005, Summer). What's more important—
literacy or content? Confronting the literacy-content dualism. Action in Teacher Education, 27(2), 12-21.
Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension: Helping primary grade teachers use expository texts to their full advantage. Reading Psychology, 26(3), 211-234.
Bullough, R. V., Draper, R. J., Hall, K. M., Smith, L. K., Young, J., Sabey, B. L., & Brooks, S. (2005). Participatory action research and the quest for teacher educator community and solidarity. Teacher Development, 9(1), 79-95.
Williams, J. P., Hall, K. M., & Lauer, K. D. (2004). Teaching expository text structure to young at-risk learners: Building the basics of comprehension instruction. Exceptionality, 12(3), 129-144.
Williams, J. P., Lauer, K. D., Hall, K. M., Lord, K. M., Gugga, S. S., Bak, S. J., . . . deCani, J. S. (2002). Teaching elementary school students to identify story themes. Journal of Educational Psychology, 94(2), 235-248.
Williams, J. P., Hall, K. M., Lauer, K. D., & Lord, K. M. (2001). Helping elementary school children understand story themes. Teaching Exceptional Children, 33(6), 75-77.
Book Chapters
Bullough, R.V., & Hall-Kenyon, K.M. (in press). Teacher education in the early years. In J.
Clandinin & J. Husu (Eds.), The SAGE handbook on research in teacher education. Thousand Oaks, CA: Sage.
Hall-Kenyon, K.M., Culatta, B., & Duke, N. (2015). Building emergent comprehension
through the use of informational texts. In A. DeBruin-Parecki, S. Gear, & A. van Kleeck (Eds.), Pre-Reader comprehension: One of the essential building blocks to becoming a successful reader (pp. 93-114). Baltimore, MD: Paul H. Brookes.
Westby, C., Culatta, B., & Hall-Kenyon, K.M. (2014). Informational discourse: Teaching the
main course of schooling. In T. Ukraintz (Ed.), School-age language intervention: Evidence-based practice (pp. 379-410). Austin, TX: Pro-Ed.
Culatta, B., & Hall, K. M. (2006). Phonological awareness instruction in early childhood settings. In L. M. Justice (Ed.), Clinical approaches to emergent literacy intervention (pp. 170-224). San Diego, CA: Plural Publishing.
Books
Culatta, B., Hall-Kenyon K. M., & Black, S. (2013). Systematic and engaging early literacy: Instruction and intervention. San Diego, CA: Plural Publishing.
Other Publications
Culatta, B., Hall, K., & Bingham, G. (2005). Systematic and engaging early literacy instruction:
An instructional manual. Provo, UT: Brigham Young University. (US Office of Education, Model Demonstration Project Grant Award Number: H32M990066)
Williams, J., & Hall, K. (2003, Summer). Helping children learn to read texts that
compare or contrast. National Center on Accelerating Student Learning (CASL) News, 8, 1.
Hall, K. (2001, Summer). From the teacher’s desk. National Center on Accelerating
Student Learning (CASL) News, 4, 3.
National/International Presentations
Hall-Kenyon, K.M., Rosborough, A., & Bullough, R. V. (2016, April). Building social and
emotional competencies in preschool: Exploring teacher-child relationships in free play. Roundtable at the annual meeting on the American Educational Research Association, Washington, DC.
MacKay, K.L., & Hall-Kenyon, K.M. (2015, November). Parent-child interactions during a
read-aloud: A comparison between tablet and traditional texts. Presentation at the annual meeting of the National Association for the Education of Young Children, Orlando, FL.
MacKay, K.L., & Hall-Kenyon, K.M. (2015, December). Parent/child book readings: A
comparison of traditional and digital texts. Paper presented at the annual meeting of the Literacy Research Association, Carlsbad, CA.
Bullough, R.V., & Hall-Kenyon, K.M. (2015, April). Teaming and teaching: Teacher
metaphors and identity in Head Start. Poster session presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Marshall, E., & Hall-Kenyon, K.M. (2015, April). Issues of teaming in early childhood
classrooms. Roundtable presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Harding, T., Hall-Kenyon, K.M., & Culatta, B. (2014, December). Testing the reliability of an
early expository comprehension assessment. Roundtable presented at the annual meeting of the Literacy Research Association, Marco Island, FL.
Bullough, R.V., & Hall-Kenyon, K.M (2014, April). Chronic homelessness, Head Start, and
changing federal policies: Teaching and learning at Hawthorne House. Poster session presented at the annual meeting of the American Educational Research Association. Philadelphia, PA.
MacKay, K.L., & Hall-Kenyon, K.M. (2013, December). Does an iPad change the experience? A look at parent-child book reading interactions. Paper presented at the annual meeting of the Literacy Research Association, Dallas, TX.
Feinauer, E., Hall-Kenyon, K.M., & Davidson, K. (2013, November). Rethinking the linguistic
threshhold hypothesis. Paper presented at the annual Boston University Language Conference, Boston, MA.
MacKay, K.L., & Hall-Kenyon, K.M. (2012, November). Parent-child interactions during a
read-aloud: A comparison between tablet and traditional texts. Roundtable presented at the annual meting of the Literacy Research Association, San Diego, CA.
Culatta, B., & Hall-Kenyon, K.M. (2012, June). Facilitating comprehension of informational
texts and concepts in young children. Poster session presented at the 11th National Head
Start Conference. Washington, D.C.
Hall-Kenyon, K.M., Hill, J., & Culatta, B. (2011, November). Playful practice in early literacy:
Putting the FUN in the FUNdamentals. Presentation at the annual meeting for the National Association for the Education of Young Children, Orlando, FL.
Hall-Kenyon, K.M., Smith, L.K., & Borup, B. A. (2010, December). Coming to a shared
definition of curriculum integration. Paper presented at the annual meeting of the National Reading Conference/Literacy Research Association, Fort Worth, TX.
Feinauer, E., Hall-Kenyon, K.M., & Davison, K. (2010, December). Cross-language transfer of early literacy skills: An examination of young learners in a two-way bilingual immersion elementary school. Paper presented at the annual meeting of the National Reading Conference/Literacy Research Association, Fort Worth, TX.
Hall-Kenyon, K.M., Hill, J., & Marshall, E. (2010, November). Arts Alive! Creating meaningful learning in early literacy through music, art, dance and drama. Presentation at the annual meeting of the National Association for the Education of Young Children, Anaheim, CA.
Hall-Kenyon, K.M., Culatta, B., & Hill, J. (2009, November). Creative connections in early
literacy: Using playful, developmentally appropriate practice to engage young learners. Presentation at the annual meeting of the National Association for the Education of Young Children, Washington, DC.
Hall-Kenyon, K.M., & Smith, L.K. (2009, April). Coming to a shared definition of curriculum
integration: A self-study of two teacher educators from different disciplines. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Bingham, G., & Hall, K. (2008, December). Examining teachers’ implementation of a balanced
literacy framework. Paper presented at the annual meeting of the National Reading Conference, Orlando, FL.
Hall, K., Bingham, G., & Culatta, B. (2008, December). Systematic and engaging early literacy