Faculty Profiles

Armstrong, S. L., Lampi, J., LeBlanc, T. R., & Bartlett, A. (2025). An Invitation for Learning Assistance Professionals: Ten Recommendations for Supporting Students’ Reading. Learning Assistance Review (TLAR), 29(3), 97–123.

Summers, E. J., Armstrong, S. L., Mahdavivand Fard, S., & Garza, M. (2024). Beyond reactionary: SAGE practices for intentional reflexivity in online qualitative data collection. New Trends in Qualitative Research, 20(1). https://doi.org/https://doi.org/10.36367/ntqr.20.1.2024.e976

Armstrong, S. L., & Arendale, D. (2024). The politics of terminology, part 1: Sticks and stones. Journal of College Reading and Learning, 4(4), 264–271. https://doi.org/https://doi.org/10.1080/10790195.2024.2422635

Arendale, D., & Armstrong, S. L. (n.d.). The politics of terminology, part 2: A  progressive vision for the future of the field. Journal of College Reading and Learning.

Regalado, Y. M., Mahdavivand Fard, S., & Armstrong, S. L. (2024). Culturally  responsive/sustaining reflection and resources across disciplines in postsecondary settings. College Teaching.

Summers, E. J., & Armstrong, S. L. (2024, June). Invited review of the book Qualitative Research in the Time of COVID: Lessons Learned and Opportunities Presented During a Pandemic by N. K. Denzin, N. K. & J. Salvo. Teachers College Record. Retrieved from https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/May/Qualitative%20Research%20in%20the%20Time%20of%20COVID-1716292367.pdf (Featured review on both Amazon and the publisher: https://myersedpress.presswarehouse.com/browse/book/9781975505219/Qualitative-Research-in-the-Time-of-COVID AND https://www.amazon.in/Qualitative-Research-Time-COVID-Opportunities/dp/1975505212)

Lampi, J., Armstrong, S. L., Talwar, A., & Magliano, J. (2023). Reading matters in supporting  students: The role of complex literacy tasks in academic success. Journal of College Student Retention: Research, Theory, and Practice, Online First. https://doi.org/https://doi.org/10.1177/15210251231214557

Regalado, Y. M., & Armstrong, S. L. (2023). Planting seeds for curricular change: Bridging culturally sustaining pedagogies and intertextuality for IRW. Journal of College Reading and Learning, Online First. https://doi.org/https://doi.org/10.1080/10790195.2023.2275049

Suh, E. K. J., Wu, N., Garcia, A. J., Oelschlegel, C. P., & Armstrong, S. L. (2022). (Un)voicing a field’s expertise: A two-pronged citation and language analysis. Journal of Praxis in Higher Education, 4(2), 90–121.

Carson, M., Williams, J., Brewer, C., & Armstrong, S. L. (2021). Problematize, theorize, politicize, and contextualize:  A social justice framework for postsecondary integrated reading and writing instruction. In Teaching and Learning for Social Justice and Equity in Education (pp. 221–241). Palgrave MacMillan. https://doi.org/https://doi.org/10.1007/978-3-030-69947-5_11

Armstrong, S. L., Stahl, N. A., & King, J. (2021). What Does it Mean to Be College-Ready for Career Technical Education? Community College Review, 49(2), 131–155. https://doi.org/https://journals.sagepub.com/doi/10.1177/0091552120982031

Stahl, N., & Armstrong, S. L. (2021). Investigating College-Text Readiness:  Literacy Curriculum Audits to Research Practice. College Teaching. https://doi.org/https://doi.org/10.1080/87567555.2021.1971600

Shaw, D., Armstrong, S. L., Martin-Young, S., Weyen, A., & Alejandro, A. (2021). Metaphors of Reading and Teaching Reading:  What Adult and College Educators Say. Adult Literacy Education: The International Journal of Literacy, Language and Numeracy., 3(2), 4–21. https://doi.org/http://doi.org/10.35847/DShaw.SArmstrong.AAlejandro.SYoung.AWeyan.3.2.4

Hoff, M. A., & Armstrong, S. L. (2021). The Language-Literacy Ripple Effect on College-Goingness for a  Refugee-Background Student. Literacy Research and Instruction. https://doi.org/DOI: 10.1080/19388071.2021.1921890

Armstrong, S. L., Posey, B., & Mahan, P. (2021). Purposeful Co-Req’ing With Curriculum Crosswalks. Teaching English in the Two-Year College, 48(4).

King, J., Stahl, N., Dyer, J. M., & Armstrong, S. L. (2021). Questioning the Ethics of Legislated Literacy Curricula:  What About the Pedagogical Rights of Postsecondary Readers? Teaching English in the Two-Year College, 48(3), 314–331.

McGee, B. E., Williams, J., Armstrong, S. L., Holschuh, J. P., Flaggs, D., Andersen Francis, M., & Williams, C. (2021). Gateways, Not Gatekeepers: How Language Matters in Reclaiming the Narrative for Developmental Education. Journal of Developmental Education, 44(2), 2–10.

Stahl, N. A., Armstrong, S. L., & Hewett, E. (2020). Contextualization models for community college reading and study strategies: An integrative literature review. Community College Journal of Research and Practice. https://doi.org/https://doi.org/10.1080/10668926.2020.1785355

Stahl, N. A., & Armstrong, S. L. (2020). So Much More Than SQ3R:  A Life History of Francis P. Robinson. Reading Psychology, 41(4), 287–321. https://doi.org/https://doi.org/10.1080/02702711.2020.1768979

Stahl, N. A., Armstrong, S. L., King, J., & Dyer, J. M. (2020). College-ready for a career  pathway:  A vertical-alignment study in literacy. Journal of Developmental Education, 43(2), 2–8.

Armstrong, S. L. (2020). What’s been keeping me awake at night: The future(?)  of “the field.” Journal of College Reading and Learning, 50(2), 56–69. https://doi.org/https://doi.org/10.1080/10790195.2020.1750849

Meaney, K. S., & Armstrong, S. L. (2019). Academic Bullying: Taking the Hallway Chats to the Level of Formalized Policy. Kinesiology Review, 8(4), 318–322. https://doi.org/10.1123/kr.2019-0042

Armstrong, S. L., Stahl, N. A., & Lampi, J. (2019). All the best-laid plans: A content analysis of textbooks driving integrated reading and writing in community college contexts. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2019.1616633

Armstrong, S. L., & Williams, C. A. (2019). Reconceptualizing the work of placement: Toward a culture of inquiry in developmental reading. Journal of College Literacy and Learning, 45, 54–68.

Armstrong, S. L., Stahl, N. A., King, J. R., Kantner, M. J., Perkins, M., Sobin, B., & Dalrymple, R. (2019). Literacy in the ‘In-Between Spaces’ of Community Colleges: Interstitial Practices in Developmental Reading and Career Technical Education. Retrieved from https://www.niu.edu/language-literacy/_pdf/Literacy%20in%20the%20In-Between%20Spaces%20of%20Community%20Colleges%20January%202019.pdf

Matich, L., Theriault, J. C., Lampi, J., & Armstrong, S. L. (2019). The continued need for strategy investigations: College readers’ use of PILLAR. Journal of Adult and Adolescent Literacy, 62(5), 541–549. https://doi.org/https://doi.org/10.1002/jaal.925

Armstrong, S. L., Williams, J., & Stahl, N. A. (2018). Integrated reading and writing. In Handbook of College Reading and Study Strategy Research (pp. 143–167). New York, NY: Routledge.

Francis, M. A., & Armstrong, S. L. (2018). Academic Vocabulary: A Developmental Reading Research Agenda. Journal of Developmental Education, 42(1), 2–7.

Flippo, R. F., Armstrong, S. L., & Schumm, J. (2018). Reading tests. In Handbook of College Reading and Study Strategy Research (pp. 340–380). New York, NY: Routledge.

Lampi, J. P., Wilson, N. A., & Armstrong, S. L. (2018). Complicating silence: A case study investigation of optimal student writing ecologies. Journal of College Reading and Learning, 48(2), 85–104.

Stahl, N. A., & Armstrong, S. L. (2017). Re-claiming, re-inventing, and re-reforming a field: The future of college reading (Invited for a Special Anniversary Issue). Journal of College Reading and Learning, 48(1), 47–66. https://doi.org/10.1080/10790195.2017.1362969

Armstrong, S. L., & Lampi, J. P. (2017). PILLAR: A reading strategy for a new era of strategy instruction. Journal of College Literacy and Learning, 43, 4–17.

Armstrong, S. L., & Stahl, N. A. (2017). Communication across the silos and borders: The culture of reading in a community college. Journal of College Reading and Learning, 47(2), 99–122.

Williams, C. A., & Armstrong, S. L. (2017). Complicating college readiness:  The hidden literacies of academia. Illinois Reading Council Journal, 45(2), 22–28.

Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2016). Building better bridges: Understanding academic text readiness at one community college. Community College Journal of Research and Practice, 40, 1–24.

Stahl, N. A., Theriault, J. C., & Armstrong, S. L. (2016). Four decades of JDE interviews: A historical content analysis. Journal of Developmental Education, 40(1), 4–8, 10–12, 14, 16.

Armstrong, S. L. (2015). The use of retrospective literacy interviews in elicited metaphor  investigations. In G. Low & W. Wan (Eds.), Elicited Metaphor Analysis in Educational Research.

Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015). What constitutes “college-ready” for reading?  An investigation of academic text readiness at one community college. Center for the Interdisciplinary Study of Language and Literacy [CISLL] Technical Report. Retrieved from http://www.niu.edu/cisll/_pdf/reports/TechnicalReport1.pdf

Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015). Investigating academic literacy expectations: A curriculum audit model for college text readiness. Journal of Developmental Education, 2–4, 6, 8–9, 12–13, 23.

Armstrong, S. L., & Lampi, J. P. (2015). Research on national best practices in college and career readiness. Redefining the high school to college transition in Illinois. Retrieved from http://ilhstocollege.com/ilhstocollege/docs/State-of-the-Field-Review.pdf

Armstrong, S. L., Stahl, N. A., & Boylan, H. R. (2014). Teaching developmental reading: Practical, historical, and theoretical background readings. Boston, MA, USA: Bedford/St. Martin’s.

Armstrong, S. L. (2014). Navigating academic literacies.

Armstrong, S. L., & Newman, M. C. (2013). Assessing intertextuality: The development of a rubric for academic literacy practices in developmental reading courses. Retrieved from http://www.niu.edu/cisll/documents/ResearchArmstrongNewman2013.pdf

Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2013). Building better bridges: Understanding academic text readiness at one community college. Retrieved from http://www.niu.edu/cisll/documents/ResearchArmstrongStahlKantner2013.pdf

Werderich, D. E., & Armstrong, S. L. (2013). Examining the conceptualizations, perceptions, and practices of adolescent writers. Literacy Research and Instruction, 52(4), 339–373.

Armstrong, S. L. (2012). The impact of history on the future of college reading: An interview with Norman A. Stahl. Journal of Developmental Education, 35(3), 24–27.

Armstrong, S. L., & Reynolds, R. M. (2011). An authentically simulated approach to disciplinary literacy instruction in a study strategies course. NADE Digest, 5(2), 1–9.

Armstrong, S. L., Davis, H., & Paulson, E. J. (2011). The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151–163.

Armstrong, S. L., & Newman, M. C. (2011). Teaching textual conversations: Intertextuality in the college reading classroom. Journal of the College Reading and Learning Association, 41(2), 7–22.

Paulson, E. J., & Armstrong, S. L. (2011). Mountains and pit bulls: Students’ metaphors for college reading and writing. Journal of Adolescent and Adult Literacy, 54(7), 494–503.

Armstrong, S. L. (2011). A metaphor analysis approach to literacy research: Providing insights for empowering students through the college literacy transition (pp. 4–11).

Paulson, E. J., & Armstrong, S. L. (2010). Current issues in postsecondary literacy instruction: Toward coherence in terminology, theory, and practice. Journal of Developmental Education, 33(3), 2–13.

Paulson, E. J., & Armstrong, S. L. (2010). Situating reader stance within and beyond the efferent-aesthetic continuum. Literacy Research and Instruction, 49(1), 86–97.

Alvarez, M. C., Armstrong, S. L., Elish-Piper, L., Matthews, M. W., & Risko, V. (2009). Deconstructing the construct of struggling reader: Standing still or transforming expectations and instruction. American Reading Forum Annual Yearbook.

Armstrong, S. L. (2008). Using metaphor analysis to uncover learners’ conceptualizations of  academic literacies in postsecondary developmental contexts. International Journal of Learning, 15(9), 211–218.

Armstrong, S. L., & Paulson, E. J. (2008). Whither “peer review”?: Terminology matters. Teaching English in the Two-Year College, 35(4), 398–407.

Paulson, E. J., Alexander, J., & Armstrong, S. L. (2007). Peer review re-viewed:  Investigating the juxtaposition of composition students’ eye movements and peer-review processes. Research in the Teaching of English, 304–335.