Molly Ness

Dr. Molly Ness


Associate Professor
Curriculum and Teaching

Lowenstein 1003E

Molly Ness came to Fordham in 2006, after earning her Ph.D. in Reading Education and her MEd in English Education from the University of Virginia.

She is a former Teach For America corps member, and has taught in California and Virginia.

She directed the McGuffey Reading Clinic in 2006, and is the author of Lessons to Learn: Voices from the Front Lines of Teach For America (2004).

  • PhD, University of Virginia

    MEd, University of Virginia

    BA, Johns Hopkins University

  • Dr. Ness' areas of research look at pre-service and in-service teacher knowledge and beliefs about literacy instruction.

    She is particularly interested in children's use of informational text and reading comprehension strategies. She is also interested in the diagnosis of and remediation for struggling readers.

    Dr. Ness' current research focuses on how teachers can encourage student-generated questions and queries.

  • Schimmel, N. & Ness, M. (2017). The effects of oral and silent reading on reading comprehension. Reading Psychology. DOI: 10.1080/02702711.2016.1278416

    Chambré, S. J., Ehri, L. C., & Ness, M. (2017). Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect? Reading and Writing. doi:10.1007/s11145-016-9715-z

    Ness, M. (2016). When readers ask questions: Inquiry-based reading instruction. The Reading Teacher, 70(2), 189-196.

    Ness, M. (2016). Learning from K-5 teachers who think aloud. Journal of Research in Childhood Education, 30(3), 282-292. DOI: 10.1080/02568543.2016.1178671

    Ness, M. & Kenny, M.B. (2016). Improving the quality of think alouds. The Reading Teacher, 69(4), 453-460.

    Ness, M. (2015). The question is the answer: Supporting student-generated queries in elementary classrooms. Landover, MD: Rowman & Littlefield Publishers, Inc.

    Ness, M. (2015). Building preservice teachers’ ability to think aloud in literacy methods courses. The Teacher Educator, 50(4).

    Ness, M. (2014). Helping elementary teachers to think aloud. Reading Horizons, 53(2). Available at:

    Ness, M. (2013). Moving student-generated questions out of the parking lot. The Reading Teacher, 67(5), 369-373.

    Ness, M. (2013). Unpark those questions. Educational Leadership, 71(3), 74-76.

    Gallo, G. & Ness, M. (2013). Understanding the text preferences of third-grade readers. Journal of Language and Literacy Education, 9(2), 110-130. Available at

    Ness, M. (2011) Letting them sink or helping them swim: Preparing preservice teachers through tutoring field placements. The Reading Professor, 33(2), 13-20.

    Ness, M. (2011). Books in Motion: How one community benefits from an intergenerational literacy project. Community Literacy Journal. 5(1), 122-139

    Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 1–20. DOI: 10.1080/02568543.2010.531076

    Ness, M. & Southall, G. (2010). Preservice teachers’ knowledge of dyslexia. Journal of Reading Education, 36(1), 36-43. Winner of Outstanding Article Award: Organization of Teacher Educators in Reading.

    Ness, M. & Osborn, T. (2010). Would you like fries with that?: The dangers of customer service in reading teacher education. Critical Inquiries in Language Studies. 7(4), 334-348.

    Ness, M. (2010). Teachers’ use of and attitudes toward informational text in K-5 classrooms. Reading Psychology, 31(5), 1-26. DOI: 10.1080/02702710903241322

    Ness, M., George, M., Turner, K., & Bolgatz, J. (2010). The growth of teacher educators for social justice: Collaborative professional development in higher education. InSight: A Journal of Scholarly Teaching, 5, 86-105.

    Ness, M. (2010). Examining one class of third-grade spellers: Analyzing students’ spelling to plan for word study instruction. Reading Horizons, 50(2), 113-130.

    Ness, M. (2009). Laughing through rereadings: Using joke books to build fluency. The Reading Teacher, 62(8), 691-694.

    Ness, M. (2009). Reading comprehension strategies in secondary content-area classrooms: Teacher use of and attitudes toward reading comprehension instruction. Reading Horizons, 49(2), 143-166.

    Ness, M. (2008). Supporting struggling readers: When teachers provide the ‘what,’ not the ‘how’. American Secondary Education, 37(1), 80-95.

  • 21st Century Literacies for 21st Century Learners (CTGE6608)

    Administration & Supervision of Reading Programs (CTGE7593)

    Beginning Reading and Writing (CTGE5534)

    Dissertation Mentoring (EDGE9999)

    Historical, Philosophical, and Multicultural Foundations of American Education (UEGE5102)

    Language for School Learning (CTGE6400)

    Literacy Across the Curriculum (CTGE5548)

    Program Evaluation (CLGE7152)

    Reflection on Inclusive Field Experiences (CTGE5551-5554)

    With Literature and Justice for All (CTGE6608)