Emily (Binks) Cantrell, Ph.D., is a clinical assistant professor of reading and language arts education in the Department of Teaching, Learning, and Culture. She teaches both undergraduate and graduate courses in reading and multicultural education, co-directs the Texas A&M Reading Clinic, serves as the reading/language arts program area coordinator, and also serves as the Lohman Learning Community coordinator. She is a member of the Christian Faculty Network and an advisor for Aggies Reaching Out and TAMU United Way. She has published in many international journals and presented at many international conferences on the topics of teacher knowledge of and preparation in research-based reading instruction. She is actively involved with the International Dyslexia Association, serving on the Editorial Board of Annals of Dyslexia, as a trainer and team leader for the Knowledge and Practice Standards review of teacher preparation programs, and founding/advising the local Brazos Valley chapter. She is also a consultant for the National Council on Teacher Quality and worked several years with Neuhaus Education Center as an instructor for inservice teacher professional development programs. 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 throughout Houston ISD 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.
Language and Literacy Development
Reading Disabilities - Diagnosis and Intervention
Teacher Education and Professional Development
Publications (journal articles, books, book chapters)*
1. 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.
2. Washburn, E. K., Mulcahy, C. A., Joshi, R. M., & Binks-Cantrell, E. (2016). Teacher Knowledge of Dyslexia. Perspectives, 42(4), 9-13.
3. 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.
4. 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
5. Dixon, L. Q., Wu, S.,* Burgess-Brigham, R.,* Joshi, R. M., Binks-Cantrell, E., Washburn, E. (2013). Teaching English reading: What’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. *
6. 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 *
7. 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 *
* Publication was joint-authored with students
College of Education and Human Development Grants and Contracts (Current)
Catapult Round 3 -Improving Literacy Treatment through Biometric Technology (Funded amount $30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2016/12/01 - 2018/05/31
Total Funding: 0.
College of Education and Human Development Grants and Contracts (Former)
High Impact Learning Experience Grant. (Co-PI)
TAMU College of Education & Human Development - TLAC (State)
2015/06/01 - 2016/12/31
Total Funding: 0.
Editorial Board Member (2016 - 2016). Annals of Dyslexia