Directory » EMILY CANTRELL
222D
845-8384
Emily Binks-Cantrell, Ph.D., teaches undergraduate and graduate courses in literacy and multicultural education, serves as the Advanced Literacy Studies Program Assistant Chair, and also serves as the Director of the Lohman Learning Community. Her research focus is teacher knowledge of and preparation in the science of teaching reading. She is on the Board of Directors for the Center for Effective Reading Instruction, is an Associate Editor for The Reading League Journal, serves on the Editorial Board of Annals of Dyslexia and Education Sciences, and has worked as a consultant for the International Dyslexia Association, the National Council on Teacher Quality, Neuhaus Education Center, and many schools districts throughout the state and nation. Dr. Cantrell has taught first and third grades in a small, rural district in Texas and also taught 3-5 year olds with autism. She has worked with a variety of struggling readers as a reading specialist and has also closely mentored new elementary teachers in their teaching of reading. Prior to returning to A&M, Dr. Cantrell was an Assistant Professor and Research Coordinator at the University of Hull in England. Dr. Cantrell is a firm believer that teachers are the most powerful tool in the education system and is passionate about increasing the quality of preparation and support teachers receive in order to meet the diverse needs of their students.
Education
Ph.D., Curriculum & Instruction (Reading Emphasis), Texas A&M University (2008)
M.Ed., Curriculum & Instruction (Reading Emphasis), Texas A&M University (2004)
B.S., Interdisciplinary Studies (Elementary), Texas A&M University (2002)
COURSES TAUGHT
EDCI680. PROSEMINAR
2019A
EDCI685. DIRECTED STUDIES
2020B,2018A,2016C
EDCI692. PROFESSIONAL STUDY
2020C,2019C,2019B
INST222. FOUND EDUC MULTICULTURAL SOCTY
2019A,2018A,2017A
RDNG351. RDNG IN ELEM SCHOOL
2015A
RDNG468. ACQ LIT CULT DVRS LRNS
2019B,2014B,2013C,2013B,2013A
RDNG468. ESSEN FOUND LANG LITERACY
2020C,2020B,2020A,2019A,2018C
RDNG604. RDNG DIAGNOSIS
2016A,2015A,2012C
RDNG609. FOUNDATIONS RDNG INST
2018C
RDNG630. WRITE DEV ASSESS INSTR
2018A
RDNG642. CLINIC TCHNG IN RDNG
2016B,2015B,2013A,2012A
RDNG650. FOUNDATIONS RDNG INST
2017C,2014C,2013C
TEFB273. INTRO CLTR CMTY SCTY SCH
2020C,2018C,2017C
FORMER DOCTORAL STUDENTS
Mohammed R A A Jouhar, Ph.D. (Fall 2020)
Mohammed Jouhar, Ph.D. (Fall 2020)
Gwendolyn Mays Wilkins, Ph.D. (Spring 2018)
SELECTED PUBLICATIONS
Journal Articles
Binks-Cantrell, E., Hudson, A., Han, B., Moore, K. A., Koh, P. W., & Joshi, R. M. (2020). The rock foundation
of the big 5: Teacher preparation. The Reading League Journal, 1(3), 41-44. [published with student]
of the big 5: Teacher preparation. The Reading League Journal, 1(3), 41-44. [published with student]
Hudson, A., Koh, P.W., Moore, K.A., & Binks-Cantrell, E. (2020). Fluency interventions for elementary
students with reading difficulties: A synthesis of research from 2000–2019. Education Sciences. doi:10.3390/educsci10030052 [published with student]
students with reading difficulties: A synthesis of research from 2000–2019. Education Sciences. doi:10.3390/educsci10030052 [published with student]
Pittman, R., Zhang, S., Binks-Cantrell, E., Hudson, A., & Joshi, R. M. (2019). Teachers’ knowledge about
language constructs related to literacy skills and student achievement in low SES schools. Dyslexia. https://doi.org/10.1002/dys.1628 [published with student]
language constructs related to literacy skills and student achievement in low SES schools. Dyslexia. https://doi.org/10.1002/dys.1628 [published with student]
Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia, 66, 7-26.
Washburn, E. K., Mulcahy, C. A., Joshi, R. M., & Binks-Cantrell, E. (2016). Teacher Knowledge of Dyslexia. Perspectives, 42(4), 9-13.
Washburn, E. K., Binks-Cantrell, E. S., & Joshi, R. M. (2014). What do preservice teachers from the US and UK know about dyslexia? Dyslexia, 20, 1-18. DOI: 10.1002/dys.1459
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62, 153-171
Binks-Cantrell, E., Washburn, E., Joshi, R. M., & Hougan, M. (2012). Peter Effect in the preparation of reading teachers. Scientific Studies of Reading, 16, 526-536
Book Chapters
Binks-Cantrell, E., Washburn, E. K., & Joshi, R. M. (2019). Do teacher candidates in English-speaking
countries understand the structure of the English language? In T. Gallagher & K. Ciampa (Eds.), Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap. New York: Palgrave MacMillan.
countries understand the structure of the English language? In T. Gallagher & K. Ciampa (Eds.), Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap. New York: Palgrave MacMillan.
Joshi, R. M., & Binks-Cantrell, E. (2019). The emperor’s new clothes in the preparation of reading teachers.
In P. McCardle, J. Washington, & D. Compton (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment,
and policy. Baltimore, MD: Paul Brookes.
In P. McCardle, J. Washington, & D. Compton (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment,
and policy. Baltimore, MD: Paul Brookes.
Binks-Cantrell, E., & Joshi, R. M. (2015). Connecting research and practice through teacher knowledge. In Y. Li & J. Hammer. (Eds.), Teaching at work, (pp. 27-45). Amsterdam, Holland: Sense Publishers.
Dixon, L. Q., Wu, S.,* Burgess-Brigham, R.,* Joshi, R. M., Binks-Cantrell, E., Washburn, E. (2013). Teaching English reading: What[8217]s included in the textbooks of pre-service general education teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. New York, NY: Palgrave.
RESEARCH PROJECTS
Massively Open Online Virtual Practice-Based Professional Development for Teachers in High Need
US Department of Education – Institute of Education Sciences ($7,580,548) Fall 2018-Summer 2021
• Co- Investigator
• Co- Investigator
Development of Foundational Literacy Skills to Kindergarten and Grade-1 Children in High-poverty (Low SES) Schools through Systematic, Explicit, and Multisensory Instruction
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2019-07-01 — 2023-06-30
2019-07-01 — 2023-06-30
Promoting Improvements in Teacher Quality Through Massively Open Online Professional Development
Catapult Round 4 - Developing Coding Literacy Skills with Diverse Young Children ($20,180)
Catapult Round 3 -Improving Literacy Treatment through Biometric Technology (Funded amount $30,000)
High Impact Learning Experience Grant
EDITORSHIPS
Associate Editor. The Reading League Journal (2020-present)
Editorial Board Member. Education Sciences (2020-present)
Editorial Board Member. Annals of Dyslexia (2016 - present)
LEADERSHIP POSITIONS
Program Area Chair/Assistant Program Area Chair, Advanced Literacy Studies Program. (2014-present)
Director/Co-Director, Texas A&M Reading Clinic. (2016-2019)
Vice President of the School Board of Trustees (2018-present)