Research Strand 2: Engaging Reading Instruction
We focus on how teachers can foster engagement in reading through cognitive strategies, executive function skills, and motivation supports. The emphasis within this strand is as much on teachers as it is on classroom climate and students’ individual differences.
Social Media Appearances
Podcasts Episodes:
Nelson, K. & Sandoval, M.(Hosts) (2026, April 23rd) Reading science for multilingual learners: Lessons from cognitive development (Episode 22). In Literacy Across Languages. &
Swift, C. L. (Host). (2025, March 21st). Dr. Ana Taboada Barber- Bridging Languages: The Science of Reading for Linguistically Diverse Students (Season 4, Episode 3). In Literacy Matters: Empowered Conversations. Learning Without Tears &
Select Publications
Books:
Taboada Barber, A. (2016). Portsmouth, NH: Heinemann.
Berkeley, S., & Taboada Barber, A. (2014). Baltimore, MD: Brookes Publishing.
Book Chapters:
Taboada Barber, A., Klauda, S. L., Kelly, J., & Canizales, M. (in press). The power of multimodal narrative texts for perspective taking in emergent bilinguals. To appear in Brown, S., & Hao, L. (Eds.). Multimodal Literacies in Young Emergent Bilinguals: Speaking Back to Print-Centric Practices. Bristol, UK: Multilingual Matters.
Taboada Barber, A., Levush, K. C., & Klauda, S. L. (2018). The role of motivation in literacy instruction. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 233-251). Routledge.
Taboada Barber, A. & Gallagher, M. (2015). Young adolescents’ self-regulated reading in American history: Helping English learners become engaged readers. In T.J. Cleary (Ed.), Washington, DC: American Psychological Association.
Journal Articles:
Kelly, J. H. & Taboada Barber, A. (2021). Interactive read-alouds with narrative text: Teaching inference-making with Theory of Mind. Teaching Exceptional Children. Advance online publication.
Taboada Barber, A., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from Behavioral and Brain Science, 7(1), 27-34.
Townsend, D., Taboada Barber, A., Carter, H., & Salas, R. (2020). More than words: Older adolescents’ linguistic resources in the context of disciplinary achievement and academic risk. Reading Psychology, 41(8), 778-802.
Gallagher, M. A., Taboada Barber, A., Beck, J. S., & Buehl, M. M. (2019). Academic vocabulary: Explicit and incidental instruction for students of diverse language backgrounds. Reading and Writing Quarterly, 35(2), 84-102.
​Taboada Barber, A., Buehl, M. M., Beck. J. S., Ramirez E. M., Gallagher, M., Richey Nuland, L. N., & Archer, C. J. (2018). Literacy in social studies: The influence of cognitive and motivational practices on the reading comprehension of English learners and Non-English learners. Reading & Writing Quarterly, 34(1), 79-97.
Beck, J. S., Buehl, M. M., & Taboada Barber, A. (2015). Students’ perceptions on reading and learning in social studies: A multi-method approach. Middle Grades Research Journal, 10(2), 1-16.
Taboada Barber, A., Buehl, M. M., Kidd, J. K., Sturtevant, E. G., Richey Nuland, L. N., & Beck, J. S. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85.
Taboada, A., Bianco, S., & Bowerman, V. (2012). Text-based questioning: A comprehension strategy to build English language learners’ content knowledge. Literacy Research & Instruction, 51(2), 87-109.
Taboada, A., & Rutherford, V. (2011). Developing reading comprehension and academic vocabulary for English language learners through science content: A formative experiment. Reading Psychology, 32(2), 113 – 157.
Projects
Taboada, A. (PI), Buehl, M. M. (Co-PI), Kidd, J. (Co-PI), & Sturtevant, E. (Co-PI) (2010-2015). Fostering reading engagement in English-monolingual students and English language learners through a history curriculum. Awarded FY 2010, Reading and Writing Education Research grants competition, Institute of Education Sciences
Taboada, A. (PI) (2009). Middle school reading engagement in social studies. Seed Grant: Research Funding for Faculty, Office of the Vice President for Research & Economic Development, George Mason ËÄÉ«AV, Awarded Fall 2009
Taboada, A. (PI) (2007). Developing reading comprehension and academic vocabulary for English language learners through science content. Provost research awards for tenure-track faculty, George Mason ËÄÉ«AV
Guthrie, J.T. (PI), & Taboada, A. (Co-PI) (2005). Student motivation: The role of motivational activities and practices in Reading is Fundamental (RIF) programs. Reading is Fundamental, Inc.