Room: 2311F Benjamin Building
Phone: (301) 405-3158
Mariam Jean Dreher (Ph.D., University of California, Riverside)
Teaching and Learning, Policy and Leadership (TLPL)
_______________________________________________Research Interests | Bio | Honors & Awards | Publications | Curriculum Vitae |
Research focuses on reading comprehension, learning with text, and the effects of integrating information texts into literacy instruction on childrens comprehension, vocabulary, and motivation; works with National Geographic Society on Science Readers Series; also interested in early literacy in curriculum and instruction in Finland.
Mariam Jean Dreher received her Ph.D. from the University of
California, Riverside where she studied with Prof. Harry Singer. Before
joining the faculty at University of Maryland, she was an elementary
school teacher and a Title I reading specialist. She currently serves
on the editorial advisory boards of Reading Research Quarterly, Journal of Literacy Research, Literacy Research: Theory, Method, and Practice, Reading Psychology, and Journal of Adolescent and Adult Literacy. She is the co-author of Informational Text in K-3 Classrooms: Helping Children Read and Write (International Reading Association), as well as co-editor of Engaging Young Readers: Promoting Achievement and Motivation (Guilford).
Her research interests center on elementary reading instruction and include the effects of integrating informational texts into literacy instruction on students’ comprehension, vocabulary, and motivation. Recent publications on this topic deal with children’s comprehension of informational text in the reading, engaging, and learning (REAL) project; teaching summarization strategies to intermediate-grade students in an urban high poverty school; and teaching compare-contrast text structures in K-3 classrooms. She serves as a consultant to National Geographic Children’s Books on informational books in the National Geographic Readers Series and the National Geographic Kids Chapters Series, as well as on their Common Core Alignment Project.
Dr. Dreher served as a Fulbright Senior Specialist working with teachers in Finland to explore ways to use more diverse materials -- including informational text -- in young children's literacy instruction. In collaboration with Finnish colleague, Dr. Riitta-Liisa Korkeamäki, she has examined instruction in Finland as teachers seek to implement a curriculum which calls for diversified literacy practices including informational texts in both digital and print environments, with their latest work appearing in Journal of Curriculum Studies and the European Early Childhood Education Research Journal.
In 2013, Dr. Dreher was awarded the Artis Paedagogicae Doctor Honoris Causa (Honorary Doctor) by the University of Oulu, Finland. She was also named one of the Top 25 Education Professors in Maryland by Statestats.org. Other recent honors include being selected as a Global Awareness in Teacher Education (GATE) Fellow (College of Education/Longview Foundation, University of Maryland) and receiving the inaugural University of Maryland College of Education Distinguished Service Award. In addition, she received the Outstanding Reviewer Award from the Journal of Literacy Research.
Books and Journals
Dreher, M. J., & Kletzien, S. B. (2015). Have recommended book lists changed to reflect current expectations for informational text in K-3 classrooms? Reading Psychology. Published online: 15 Jun 2015DOI: 10.1080/02702711.2015.1055871
Scott, D. B. & Dreher, M. J. (2015). Student thinking processes while constructing graphic representations of textbook content: What insights do think-alouds provide? Reading Psychology. Published online: 11 Jun 2015, DOI: 10.1080/02702711.2015.1052602
Dreher, M. J., & Kletzien, S. B. (2015). Teaching informational text in K-3 classrooms: Best practices to help children read, write, and learn from nonfiction. New York: Guilford Press.
Räisänen, S., Korkeamäki, R.-L., & Dreher, M. J. (2015). Changing literacy practices according to the Finnish core curriculum. European Early Childhood Education Research Journal. Published online: 12 Jan 2015, DOI: 10.1080/1350293X.2014.996421
Braxton, D. M., & Dreher, M. J. (2013). Teaching summarization strategies to intermediate-grade students in an urban, Title 1 school. Literacy Research Association Yearbook, 62, 104-122.
Baker, L., Dreher, M. J., Shiplet, K. A., Beall, L. C., Voelker, A., Garrett, A., Schugar, H. R., Finger-Elam, M. (2011). Children's comprehension of informational text: Reading, engaging, and learning. International Electronic Journal of Elementary Education, 4, 197-227.
Korkeamski, R.-L., & Dreher, M. J. (2011). Early literacy practices and the Finnish national core curriculum. Journal of Curriculum Studies, 43(1), 109-137.
Kletzien, S. B., & Dreher, M. J. (2004). Informational text in K-3 classrooms: Helping children read and write. Newark, DE: International Reading Association.
Dreher, M. J., & Baker, L. (Eds.). (2003). Motivating Struggling Readers to Succeed. Theme issue of Reading & Writing Quarterly, 19, Number 1.
Dreher, M. J., Davis, K.A., Waynant, P., & Clewell, S. F. (2000). Easy steps to writing fantastic research reports. New York: Scholastic.
Baker, L., Dreher, M. J., & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford Press.
Dreher, M. J., & Guthrie, J. T. (Eds.). (l993). Locating Information. Special issue of Contemporary Educational Psychology, Volume 18 (2).
Dreher, M. J., & Slater, W. H. (Eds.). (l992). Elementary school literacy: Critical issues. Norwood, MA: Christopher-Gordon Publishers, Inc.