Uhry

Division of Curriculum and Teaching

Faculty Page
	Joanna Uhry, Ph.D.
	Graduate School of Education Fordham University Division of Curriculum and Teaching 113 West 60th Street, Room 1102 New York, New York 10023

	Phone: 212-636-6446 Email: uhry@fordham.edu

Dr. Uhry is a Professor of literacy education in the Division of Curriculum and Teaching at Fordham University. Before coming to Fordham, she was an elementary teacher for 17 years, and then coordinator for five years of the Child Study Center at Teachers College, Columbia University, a clinic for the diagnosis and treatment of reading and other academic difficulties. She teaches literacy courses at Fordham at the master’s and doctoral levels and co-coordinates the Ph.D. program in Language, Literacy, and Learning, as well as the Ennis William Cosby Graduate Certificate Program.
Academic Background
EdD Teachers College, Columbia University Concentration: Interdisciplinary Studies, Reading and Learning Disabilities MSEd Teachers College, Columbia University Concentration: Reading and Learning Disabilities MA Teachers College, Columbia University Concentration: Learning Disabilities MA Teachers College, Columbia University Concentration: Art Education BA Brown University Major: Art and Art History

Research Interests
Dr. Uhry’s research interests are focused on connections between reading and writing, early literacy, learning differences, students who are at-risk, and teacher preparation and professional development.

Recent Publications
Uhry, J. K., & Goodman, N. E. (In press). Teacher linguistic knowledge and student literacy outcomes: Putting research into practice. In S. Rosenfield, & V. Berninger, (Eds.). Implementing evidence-based interventions in school settings. Oxford: Oxford University Press. Raynolds, L., & Uhry, J. (April 2008). The hierarchical acquisition of second language consonant sounds in bilingual kindergarten students. Proceedings of the 32nd annual Boston University conference on language development. Somerville, MA: Cascadilla Press. Cohen, L., & Uhry, J. (2007). Young children's discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education: An International Journal of Research on the Education of Children, Infancy through Early Adolescence, 21, 302-315. Uhry, J. K. (2006). Reflections on literacy education in a multicultural society. In C. Kershaw (Ed.). Voices and reflections: An urban education handbook (pp. 55-61). Milwaukee, WI: Urban Network to Improve Teacher Education. Uhry, J. K., & Clark, D. B. (2005). Dyslexia: Theory and practice of instruction (3rd edition). Baltimore, MD: York Press. Uhry, J. K. (2005). Phonological awareness and reading: Theory, research, and instructional activities. In J. R. Birsh (Ed.). Multisensory teaching of basic language skills 2nd edition (pp. 83-111). Baltimore: Brookes. Uhry, J. K. (2002). Finger-point reading in kindergarten: The role of phonemic awareness, one-to-one correspondence, and rapid serial naming. Scientific Studies of Reading, 6(4), 319-342. Uhry, J. K. (2002). Phonological awareness and rapid serial naming as predictors of reading and spelling: Longitudinal evidence. In E. Witruk, Friederici, T. Lachman (Eds.), Basic mechanisms of language and language disorders, (pp. 299-313). Dordrecht, Netherlands: Kluwer Academic Publishers. Uhry, J. K. (1999). Invented spelling in kindergarten:The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11, 441-464. Uhry, J. K., & Ehri, L. C. (1999). Ease of segmenting two- and three-phoneme words in kindergarten: Rime cohesion or vowel salience? Journal of Educational Psychology, 91, 594-604. Recent National Presentations Uhry, J. K. (2008). Vocabulary Instruction in Kindergarten. Paper to be presented at the National Reading Conference in Orlando, FL in December. Uhry, J. K. (2008). Vowel representations in kindergartners’ spellings and segmentations Paper presented at the Society for the Scientific Study of Reading (SSSR) annual conference in Asheville, NC in July. Raynolds, L. & Uhry, J. K. (2008). Hierarchical acquisition of second language phonology in bilingual kindergarten students. Paper accepted for presentation at the American Educational Research Association (AERA) annual conference in New York, March. Raynolds, L. & Uhry, J. K. (2008). The hierarchical acquisition of second-language consonant sounds in bilingual kindergarten students. Paper presented at the annual Boston University Language Conference in October. Wexler-Robock, S., & Uhry, J. K. (2007). Social capital in a first grade classroom. American Educational Research Association (AERA). Paper presented at the annual conference in Chicago in April. Uhry, J. K., & Ehri, L. C. (2006). Rime cohesion in kindergarten phoneme segmentation? The controversy continues. Society for the Scientific Study of Reading (SSSR). Paper presented at the annual conference in Vancouver in July. Goodman, N. E., & Uhry, J. K. (2006). Initial word-attack strategies used by English-speaking first-graders learning Hebrew as a second language. Society for the Scientific Study of Reading (SSSR). Paper presented at the annual conference in Vancouver in July. Raynolds, L., & Uhry, J. K. (2006). Differential acquisition of English letter-sound correspondences in Spanish-English bilingual and English-speaking monolingual first and second graders. Society for the Scientific Study of Reading (SSSR). Paper presented at the annual conference in Vancouver in July. Goodman, N. E., & Uhry, J. K. (2005). Strategy instruction for- and strategy use by English-speaking first-graders learning Hebrew as a second language. Society for the Scientific Study of Reading (SSSR). Paper presented at the annual conference in Toronto in June.
Courses Taught
Beginning Literacy Development in Inclusive Classrooms Sociocultural and Developmental Dimensions of Literacy Perspectives on Standardized Language and Literacy Assessment: Policy and Practices The Cognitive Bases of Reading Reading and Writing as Psycholinguistic Processes Administration and Supervision of Reading and Language Programs Evaluation and Testing in Reading Language for School Learning Dissertation Seminar
Grant
Dr. Uhry is coordinator of a grant from the Hello Friend / Ennis William Cosby Foundation. Each year 25 New York City K-2 teachers in high-need urban schools are funded for this six-course professional development program that provides an opportunity to become experts in classroom-based reading interventions for young readers at risk. The program includes a year-long after-school supervised tutoring practicum and culminates in the Ennis William Cosby Graduate Certificate. To date, over 200 teachers and the 20,000 children they have taught since entering the program have benefited.