Faculty Profiles

Ash, G. E., Holschuh, J. P., & Baumann, J. F. (n.d.). Vocabulary and comprehension: More than a simple equation. In Handbook of Research on Reading Comprehension (3rd Ed.). Guilford.

Ash, G. E., & Woodall, J. (2025). Veiled advertising: Teaching digital literacy in the modern age. Literacy Today.

Ash, G. E. (n.d.). Instructional Materials Review and Approval: Research Report for the Reading Language Arts Supplemental Rubric. Austin, TX: TEA/SBEC/SBOE.

Ash, G. E. (2024). "Forget about Eden”: (Violations of) Children’s Rights in The Last Book in the Universe. Advances in Literary Study, 12, 130–142.

Ash, G. E., Baumann, J. F., & Bason, J. (2020). Understanding literacy trends in survey research. In Literacy Research Methodologies (3rd Ed.). New York, NY, USA: Guilford Press.

Headley, K. N., Gillis, V., Casey, H., Aragon, J. W., Ash, G. E., Boggs, G., … Saunders, J. M. (2019). Engagement and adolescent literacy [Position statement and research brief]. Newark, DE, USA: International Literacy Association. Retrieved from https://literacyworldwide.org/docs/default-source/where-we-stand/ila-engagement-and-adolescent-literacy.pdf

Ash, G. E., & Saunders, J. M. (2018). From “I don’t like Mondays” to “Pumped Up Kicks€”:  Rampage school shootings in young adult fiction and young adults’ lives. Children’s Literature in Education, 49, 34–46.

Saunders, J. M., Ash, G. E., Salazar, I., Pruitt, R., Wallach, D., Breed, E., … Szachacz, A. (2017). “We’re already somebody”: High School Students Practicing Critical Media Literacy IRL [in real life]. Journal of Adolescent and Adult Literacy, 60, 515–526.

Ash, G. E., & Baumann, J. F. (2017). Vocabulary and comprehension: The nexus of meaning. In S. E. Israel (Ed.), The Handbook of Research on Reading Comprehension (2nd Ed.) (pp. 141–155). New York, NY, USA: Guilford.

Van Overschelde, J., Saunders, J. M., & Ash, G. E. (2017). “Teaching is a lot more than just showing up to class and grading assignments”: Preparing middle-level teachers for longevity in the profession. Middle School Journal, 48(5), 28–39.

Saunders, J. M., & Ash, G. (2013). Entering the arena: The figured worlds transitions of preservice teachers. Journal of Adolescent and Adult Literacy, 56(6), 490–499.

Ash, G. (2013). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(5), 419–422.

Ash, G. (2013). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(6), 510–512.

Ash, G. (2013). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(7), 600–602.

Ash, G. (2012). Catching lightning in a jar: The craft of metaphor in children’s literature. Journal of Children’s Literature, 38(1), 79–84.

Ash, G. (2012). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(2), 162–164.

Ash, G. (2012). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(3), 241–244.

Ash, G. (2012). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(1), 77–79.

Ash, G. (2012). Digital and Visual Texts. Journal of Adolescent and Adult Literacy, 56(4), 331–333.

Ash, G. (2012). Talking about terrible things: The craft of allegory in children’s literature. Journal of Children’s Literature, 38(2), 90–96.

Kuhn, M. R., Ash, G. E., & Gregory, M. (2012). Battling on Two Fronts: Creating Effective Oral Reading Instruction. In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency Instruction: Research-Based Best Practices. New York: Guilford Press.

Ash, G. (2011). How many stories can you fit in a book? Ambiguity and multiple perspectives in picture book illustrations. Journal of Children’s Literature, 37(2), 65–69.

Ash, G. (2011). Introduction: Unfettered imaginations: Exploring craft in children’s literature. Journal of Children’s Literature, 37(1), 71–77.

Rush, L. S., Ash, G., Saunders, J., & Holschuh, J. (2011). Meaningful and significant texts for adolescent readers: Tensions in text selection policies. The 60th Yearbook of the National Reading Conference/Literacy Research Association, 336–348.

Rush, L., Ash, G. E., Saunders, J. M., Holschuh, J., & Ford, J. (2011). Meaningful and significant texts for adolescents: Tensions in text selection policies. Literacy Research Association 60th Yearbook, 349–361.

Assaf, L. C., Ash, G., & Saunders, J. (2011). Renewing two seminal literacy practices: I-charts and I-search papers, 18(40), 31–42.

Jackson, J. K., & Ash, G. (2010). Science achievement for all: Improving science performace and closing achievement gaps. Journal of Science Teacher Education, 23(7), 723–744.

Ash, G., Assaf, L. C., & Johnson, J. (2010). Process and perseverance: Supporting meaningful and relevant research, 40(1), 54–62.

Schwanenfluegel, P., Kuhn, M. R., & Ash, G. E. (2010). Oral and Silent Wide Reading: Effects on Reading Acquisition. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting Silent Reading: New Diretions for Teachers and Researchers. Newark, DE: International Reading Association.

Ash, G., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers’ continued use of round robin reading. Reading and Writing Quarterly, 25(1), 87–103.

Ash, G., & Assaf, L. (2008). And the worth of our work shall be judged: Literacy and literacy research definitions of JLR reviewers and NRC members. The 57th Yearbook of the National Reading Conference, 84–93.

Ash, G. E., Assaf, L. C., Kim, Y., Risko, V. J., Compton, D., Dickinson, D., … Rowe, D. W. (2008). “And the worth of our work shall be judged”: Literacy and literacy research definitions of JLR reviewers and NRC members. 57th Yearbook of the National Reading Conference, 84–93.

Ash, G., & Kuhn, M. R. (2006). Meaningful oral and silent reading in the elementary and middle school classroom: Breaking the round robin reading addiction. In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency instruction: Research-based Best Practices. New York: Guilford Press.

Ash, G. (2005). What did Abigail mean? Literal, inferential, and critical comprehension instruction for adolescent readers. Educational Leadership, 63(2), 36–41.

Ash, G. (2005). Living with hope, rather than doubt: Classroom assessment of adolescent literacy learning. Adolescent Literacy in Perspective. Retrieved from http://www.ohiorc.org/adlit/documents/in_perspective_143.pdf

Ash, G. E. (2004). Why students don’t read, and what schools can do about it. In G. Bottoms, R. Murray, & I. Phillips (Eds.), Literacy across the curriculum: Setting and implementing goals for grades six through twelve. Atlanta: Southern Regional Education Board.

Ash, G. (2004). White Paper: Everything secondary administrators need to know, but are afraid to ask: Understanding pragmatic adolescent literacy planning. Chicago, IL: Nother Central Regional Educational Laboratory. Retrieved from http://www.ncrel.org/litweb/adolescent/pragmatic/adolescent.pdf

Baumann, J. F., Kamenui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts. Mahwah, NJ: Lawrence Erlbaum.

Ash, G. (2002). Teaching readers who struggle: A pragmatic middle school framework. Reading Online: The Online Journal of the International Reading Association, 5(7). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=ash/index.html

Ash, G. (2002). Repeated Readings. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice. New York: ABC-CLIO.

Ash, G. (2002). Teaching readers who struggle: Strategies to meet literacy goal three. Atlanta, GA: Southern Regional Education Board.

Galda, L., Ash, G. E., & Cullinan, B. (2001). Research on children’s literature. Reading Online: The Online Journal of the International Reading Association, 4(9). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=handbook/galda/index.html

Ash, G. (2001). Creating effective classroom literacy instruction for struggling readers in grades 6-8:  Five essential elements for struggling middle school readers. Newark, DE: International Reading Association.

Ash, G. (2000). Not what little kids can be like: Cultural appropriation and adults watching South Park. Journal of Adolescent and Adult Literacy, 43(8), 747–748.

Triplett, C. F., & Ash, G. (2000). Reflecting on the portrayal of teacher/student relationships in children’s literature. The New Advocate, 13(3), 241–258.

Galda, L., Ash, G. E., & Cullinan, B. (2000). Children’s Literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 361–379). Mahwah, NJ: Lawrence Erlbaum.

Ash, G. (1998). Literacy is a human endeavor. Period: Literacy definitions and delineations from the JLR Editorial Board. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), The 47th Yearbook of the National Reading Conference, 451–460.

Labbo, L. D., & Ash, G. E. (1998). What is the role of computer-related technology in early literacy? In S. Neuman & K. Roskos (Eds.), Children achieving: Instructional practices in early literacy (pp. 180–197). Newark, DE: International Reading Association.