| Peter P. Afflerbach - Professor |
| Graduate and Undergraduate Faculty - Appointed 1990 |
| Academic Degrees |
| Ph.D. | State University of New York at Albany | 1985 | Reading |
| M.S. | State University of New York at Albany | 1979 | Developmental Reading |
| B.A. | State University of New York at Albany | 1978 | English Education |
| Professional Experience |
| 1990 - Present | Curriculum & Instruction | Professor | University of Maryland |
| 1984 - 1990 | Division of Educational Studies | Assistant and Associate Professor | Emory University |
| 1981 - 1984 | Department of Reading | Graduate Assistant | State University, New York at Albany |
| 1980 - 1981 | Saratoga Springs Junior High School | Reading & Writing Teacher | New York |
| 1979 - 1980 | Dolgeville Elementary School | Title One Reading Teacher | New York |
- Administrative - Director, The Reading Center
- Team B Methods, Co-Leader
- Chair, EDCI Reading Position Search Committee
Other Collegiate Assignments
- Member, EDMS Review Committee
- Member, EDCI Merit Pay Committee
- Member, EDCI Mentoring Committee
- Member, EDCI Executive Committee
Current Professional and Academic Association Memberships
- International Reading Association
- National Reading Conference
- American Education Research Association
Current Professional Assignments and Activities
- Editorial Advisory Board, Reading Research Quarterly
- Editorial Department of Education
- Technical Analysis Committee, Voluntary National Test of Reading
- Passage and Item Review Committee, National Assessment of Educational Progress
Selected Publications (2000-2002)
- Afflerbach, P. (in press). The road to folly and redemption: Perspectives on the
legitimacy of high stakes testing. Reading Research Quarterly.
- Afflerbach, P. (2002). The use of think-aloud protocols and verbal reports as research methodology. In M. Kamil (Ed.) Methods of literacy research, pp.87-103 Hillsdale, NJ: Erlbaum Associates.
- Afflerbach, P. (2001). Teaching reading self-assessment strategies. In C. Block & M. Pressley (Eds.) Comprehension instruction: Research-based best practices, pp. 96-111. New York: Guilford Press.
- Hoffman, J., Baumann, J., & Afflerbach, P. (2000). Balancing principles for teaching elementary reading. Hillsdale, NJ: Erlbaum Associates.
- Leipzig, D., & Afflerbach, P. (2000). Determining the suitability of assessments: Using the CURRV Framework. In L. Baker, M. Dreher, & J. Guthrie (Eds.) Engaging young readers: Promoting achievement and independence, pp. 159-187. New York: Guilford Press.
Selected Papers Presented (2000-2002)
Constructively responsive reading in content domains: Walking backwards on the path to expertise. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April, 2002. (with Michael Pressley).
Standards and reading assessment. Invited address at the Center for the Improvement of Early Reading Achievement (CIERA) Summer Institute, Ann Arbor, MI, July, 2001.
The development of critical reading in the domain of history. Paper presented at the European Reading Council of the International Reading Association, Dublin, IRELAND, June, 2001. (with Bruce VanSledright).
Teaching reading assessment. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA, April, 2001.
Issues in teaching reading assessment. Paper presented at the World Congress of the International Reading Association, Auckland, NEW ZEALAND, July 13, 2000.
Developing useful reading assessment programs. Invited presentation at the annual meeting of the National Even Start Association, San Diego, CA, October, 2000.
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The Department of Curriculum and Instruction's website is developed and maintained by Joy Jones.
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Last updated May 4, 2000.
