30
Updated 1/06/14
VITA
Miriam G. Martinez
Home Office
203 Shalimar Dr. University of Texas at San Antonio
San Antonio, Texas 78213 College of Education and Human Development
(210) 342-l960 One UTSA Circle
San Antonio, Texas 78249
(210) 458-5971
EDUCATION
PH.D. University of Texas at Austin
Major: Curriculum and Instruction
Specialization: Reading
Completion: May l983
M.A. University of Texas at Austin
Major: Curriculum and Instruction
Specialization: Reading
Completion: May l979
B.A. University of Alabama
Major: Sociology
Minor: English
Completion: January l970
CERTIFICATION: Secondary certification from Alabama: English, social studies
PROFESSIONAL EXPERIENCE: TEACHING
University:
Institution: University of Texas at San Antonio
Rank: Professor
Dates: September 1998-Present
Institution: University of Texas at San Antonio
Rank: Associate Professor
Dates: September 1993-1998
Institution: University of Texas at San Antonio
Rank: Assistant Professor
Dates: September 1990-1993
Institution: Southwest Texas State University
Rank: Assistant Professor
Dates: September l988 - May 1990
Institution: University of Texas at San Antonio
Rank: Visiting Assistant Professor
Dates: September l983 - August l988
Institution: University of Texas at Austin
Rank: Assistant Instructor
Dates: January l978 - December l980; January l982 - May l983
Community College:
Institution: Austin Community College, Austin, Texas
Rank: Instructor
Dates: September l979 - May l980
Classroom Teacher:
Institution: American School Foundation, Mexico City, Mexico
Dates: February l970 - May l976
PROFESSIONAL EXPERIENCE: ADMINISTRATIVE
Chair, Department of Interdisciplinary Studies and Curriculum and Instruction, University of Texas at San Antonio
Dates: September 2001-August 2004
Director, UTSA Reading Place: Plaza de Lectura
Job Description: Responsibilities include preparing proposals for funding, soliciting materials for clinic, working with school to recruit children for the clinic, developing procedures and applications, coordinating faculty whose classes run through the clinic, and supervising graduate assistant.
Dates: January 1999-May 2001
Director, UTSA'S Model Schools Project
Job Description: Responsibilities include organizing, implementing, and seeking funding for a project designed to develop model schools as centers of inquiry and thereby improve minority children's learning experiences
Dates: September l987 - August l988, 1992-July 1997
PRESENT POSITION
Professor, University of Texas at San Antonio
1998-Present
PUBLICATIONS
Books
Temple, C., Martinez, M., & Yokota, J. (in press). Children’s books in children’s hands: An introduction to their literature. 5th ed. Boston: Allyn & Bacon. (projected date of publication: 2014)
Temple, C., Martinez, M., & Yokota, J. (2011). Children’s books in children’s hands: An introduction to their literature. 4th ed. Boston: Allyn & Bacon.
Temple, C., Martinez, M., & Yokota, J. (2006). Children’s books in children’s hands: An introduction to their literature. 3rd ed. Boston: Allyn & Bacon.
Roser, N. L., Martinez, M., Yokota, J., & O’Neal, S. F. (2005). (Eds.) What a Character! Character Study as a Gateway to Literary Understanding. Newark, DL: International Reading Association.
Temple, C., Martinez, M., Yokota, J., & Naylor, A. (2002). Children’s books in children’s hands: An introduction to their literature. 2nd ed. Boston: Allyn & Bacon.
Temple, C., Martinez, M., Yokota, J., & Naylor, A. (1998). Children’s books in children’s hands: An introduction to their literature. Needham Heights, MA: Allyn & Bacon.
Roser, N. L. & Martinez, M. (1995). (Eds.) Book talk and beyond: Children and teachers respond to literature. Newark, Del.: International Reading Association.
Refereed Journal Articles:
Palmer, D., Roser, N., Martinez, M., Moore, H., Zuniga, C., Henderson, K., Durán, L., Mateus, S., Peterson, K., & Greeter, E. (in preparation). New ways of exploring old literacies: Deepening understandings across cultures through dramatic interpretations of picturebooks.
Willson, A. M., Prior, L. A., & Martinez, M. (under review). Second graders’ interpretation of character in picturebook illustrations. Reading Horizons.
Martinez, M., & Harmon, J. M. (in press). Character development in picturebooks for younger and older learners. Dragon Lode.
Martinez, M., & Harmon, J. M. (in press). An investigation of teachers’ growing understandings of the picturebook format. Reading Psychology.
Sailors, M., Martinez, M., & Villarreal, L. (2013). Teacher authored supplementary reading materials in South Africa: A content and thematic analysis.Bookbird, 51, 35-46.
Martinez, M., & Harmon, J. M. (2012). Picture/text relationships: An investigation of literary elements in picturebooks. Literacy Research and Instruction, 51(4), 323-343. DOI:
10.1080/19388071.2012.695856
Prior, L., Willson, A., & Martinez, M. (2012). Picture this: Visual literacy as a pathway to literacy understanding. The Reading Teacher, 66 (3), 195-206.
Harmon, J. M., & Martinez, M. (2012). Science fiction: Changing attitudes and exploring instructional potential . Signal, 27-36.
Martinez, M.G., & Harmon, J.M. (2011). An investigation of student preferences of text formats.
The ALAN Review. 39(1), 12-19.
Roser, N., Martinez, M., & Fowler-Amato, M. (2011). The power of picturebooks: Resources that support language and learning in middle grade classrooms. Voices from the Middle, 19, 24-31.
Wright, R., Coryell, J., Martinez, M., Harmon, J., Henkin, R., Keehn, S. (2011). An investigation of self-identified adult poetry lovers. Journal of Transformative Education, 8, 103-123.
Horan, D. A., Sailors, M., Martinez, M., Skerrett, A., & Makalela, L. (2011). The Golden Lady: The storied life of a multilingual teacher and author of supplemental reading materials in a marginalized South African language. Qualitative Studies in Education, 1-24.
Flores, B., Keehn, S., Martinez, M., & Cortez, M. (2011). Impact of a Program Wide Diversity Initiative on Teacher Candidates’ Cultural Efficacy. Critical Issues in Teacher Education.
Sharp, C., Martinez, M., Maloch, B., Roser, N. L., Burke, A., Roach, A., Zapata, A., & Russell, K. (2010). Exploring mystery in fifth grade: A journey of discovery. Voices from the Middle, pp. 19-28.
Maloch, B., Roser, N., Martinez, M., Harmon, J., Burke, A., Duncan, D., Russell, K., & Zapata, A. (2008). An investigation of learning to read and write fantasy. In Kim, Y.,Risko, V., Compton, D., Dickinson, D., Hundley, M., Jimenez, R., Leander, K., Rowe, D. W. (Eds). 57th Yearbook of the National Reading Conference. pp. 256-270.
Martinez, M., & Roser, N. L. (2008). Writing to understand lengthy text: How first graders use response journals to support their understanding of a challenging chapter book. Literacy Research and Instruction, 47, 195-210.
Roser, N. L., Martinez, M., McDonnold, K., & Fuhrken, C. (2007). Characters as Guides to Meaning, The Reading Teacher, 60, 545-560.
Keehn, S., & Martinez, M.G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 26(3), 11-18.
Roser, N. L., O’Neal, S., McDonnold, K., Martinez, M. (2006). Compelling invitations for beginning writers: Pattern books. California Reader, 39, 3-12.
Sailors, M., Keehn, S., Harmon, J., & Martinez, M. (2005). Early field experiences offered to and valued by preservice teaches at Sites of Excellence in Reading Teacher Education programs. Teacher Education and Practice, 18, 458-470.
Roser, N. L., Martinez, M., McDonnold, K., & Fuhrken, C. (2005). Young children learn to read chapter books. In Maloch, B., Hoffman, J.V., Schallert, D. L., Fairbanks, C. M. (Eds.) 54th. Yearbook of the National Reading Conference, 301-317. Oak Creek, WI: National Reading Conference.
Sailors, M., Keehn, S., Martinez, M., Harmon, J., 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. Oak Creek, WI: National Reading Conference.
Roser, N. L., Martinez, M., McDonnald, K., & Fuhrken, C. (2004). Beginning chapter books: Their features and their support of children’s reading. In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 53rd. Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Harmon, J. M., Martinez, M., & Deckard, A. (2004). Children’s strategic awareness for reading different genres and/or text types. . In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 53rd. Yearbook of the National Reading Conference. 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 Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 52nd. Yearbook of the National Reading Conference, 230-244. Oak Creek, WI: National Reading Conference.
Maloch, B., Flint, A. S., Eldridge, D., Harmon, J. M., Loven, R., Fine, J. C, Bryant-Shanklin, M., & Martinez, M. G. (2003). Teacher Education Matters: Examining Meaningful Differences in Reading Teacher Preparation Programs. Elementary School Journal, 103, 431-458.
Roser, N. L., Keehn, S., & Martinez, M. (2003). The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 3). The Social Studies Texan, 18, 71-72.
Roser, N. L., Keehn, S., & Martinez, M. (2003). The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 2). The Social Studies Texan, 18, 68-70.
Roser, N. L., Keehn, S., & Martinez, M. (2003). The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 1). The Social Studies Texan, 18, 73-73.
Martinez, M., Keehn, S., Roser, N., Harmon, J., & O’Neal, S. (2002). An Exploration of Children’s Understanding of Character in Grades 1-8. In J V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fifty first Yearbook of the National Reading Conference. (pp. 310-320). Chicago: National Reading Conference.
Wood, K., Roser, N. L., & Martinez, M. G. (2001). Collaborative literacy: Lessons learned from literature. The Reading Teacher, 55, 102-110.
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.
Martinez, M. G., & Roser, N. L. (2001). A review of research on children’s responses to literature. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fiftieth Yearbook of the National Reading Conference. pp. 409-418. Chicago: National Reading Conference.
Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J., Eldridge, D., Flint, A. S., Littleton, D. M., Bryant-Shanklin, M., Loven, R., Assaf, L., & Sailors, 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.) Fiftieth Yearbook of the National Reading Conference. pp. 262-274. Chicago: National Reading Conference.
Keehn, S., Harmon, J., Hedrick, W., Martinez, M., & 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.) Fiftieth Yearbook of the National Reading Conference. pp. 323-332. Chicago: National Reading Conference.
Roser, N. L., & Martinez, M. G. (2000). What Alice saw through the keyhole: Visions of children’s literature in elementary classrooms. Journal of Children’s Literature, 26, 18-27
Roser, N. L., Martinez, M. G., Msrola, H., Junco, C., Gorman, A., & Ingold, J. (2000). What happens to books talk when the author joins the literature circle? In Shanahan, T. & Rodriguez-Brown, F. (Eds.) Yearbook of the National Reading Conference, vol. 49.
Martinez, M., Roser, N. L., Strecker, S. (1998/1999). “I never thought I could be a star:” A readers theater ticket to fluency. The Reading Teacher, 52, 326-334.
Strecker, S., Roser, N. L. & Martinez, M. G. (1998). Toward understanding oral reading fluency. In T. Shanahan & F. V. Rodriguez-Brown (Eds.),47th Yearbook of the National Reading Conference. (pp. 295-310). Chicago: National Reading Conference.
Martinez, M., Perez, B., & Cook, G. (1998). Key dimensions of school life. Primary Voices, 6, 3-9.
Gorman, A., Tschoepe, M., & Martinez, M. (1998). Language and literacy. Primary Voices, 6, 10-23.
Martinez, M. G., Roser, N. L., Strecker, S., & Gough, P. (1997). Classroom libraries and children’s book selections: Redefining “access” in self-selected reading. In C. K. Kinzer & D. J. Leu (Eds.), Inquiries in literacy and practice. Forty-sixth yearbook of the National Reading Conference (pp. 265-272). Chicago: National Reading Conference.
Martinez, M. & Roser, N. L. (1994). Children’s responses to a chapter book across grade levels: Implications for sustained text. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional aspects of literacy research, theory and practice. Forty-third yearbook of the National Reading Conference (pp. 317-24). Chicago: National Reading Conference.
Martinez, M. & Teale, W. H. (1993). Teacher storybook reading style: A comparison of six teachers. Research in the Teaching of English, 27, 175-199.
Martinez, M. (1993). Motivating dramatic story reenactments. The Reading
Teacher, 46, 682-688.
Fractor, J. S., Woodruff, M. C., Martinez, M., & Teale, W. H. (1993). Let’s not miss opportunities to promote voluntary reading: Classroom libraries in the elementary school. The Reading Teacher, 46, 476-484.
Martinez, M., Roser, N. L., Hoffman, J. V., & Battle, J. (1992). Fostering better book discussions through response logs and a response framework: A case description. (pp. 303-311). Forty-first Yearbook of the National Reading Conference.
Martinez, M. G., Vernon, L., Allen, M., & Teale, W. H. (1991). What principals can do to promote voluntary reading. Principal, 70, 44-46.
Teale, W. H. & Martinez, M. G. (l988). Getting on the right road to reading. Young Children, 44, l0-l5.
Martinez, M. & Teale, W. H. (l988). Reading in a kindergarten library center. The Reading Teacher, 41, 568-72.
Martinez, M. & Teale, W. H. (l987). The ins and outs of a kindergarten writing
program. The Reading Teacher, 40, 444-45l.
Teale, W. H. & Martinez, M. (l986). Teachers' storybook reading styles: Evidence and implications. Reading Education in Texas, 2-l6.
Martinez, M. G., Montgomery, K., Cates, C., Bercher, J., Teale, W.H. (l985).
Children's writing in a kindergarten emergent literacy program. Reading
Education in Texas, l, 7-l5.
Martinez, M. G. & Roser, N. (l985). A case study of the effects of selected text factors on parent-child storytime interactions. In J. A. Niles (Ed.), Issues in literacy: A research perspective. Chicago, IL: National Reading Conference.
Martinez, M. G. & Roser, N. (l985). Read it again: The value of repeated readings during storytime. The Reading Teacher, 38, 782-86.