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: http://scholarworks.wmich.edu/reading_horizons/vol53/iss2/2
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 http://jolle.coe.uga.edu/
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.