Associate Professor, Teaching, Learning, and Culture
Office#: 222E Harrington Office Building
Mail Stop: 4232
Office Phone: (979) 845-8384
Other Title: Director of TAMU Reading Clinic
Primary Emphasis Area: Reading Education
Vita: View Document
Web Site:
Short Bio
Dr. McTigue joined the faculty of TLAC at Texas A&M in 2006. Prior to her doctoral work, at the University of Virginia, Dr. McTigue taught at both the elementary and middle school levels as a classroom teacher and Reading Specialist. At Texas A&M, she has taught graduate reading courses in assessment and intervention, reading-across-the-content-areas, and undergraduate courses focusing on middle grades literacy instruction. Since 2007, she has also directed the TAMU Reading Clinic. Dr. McTigue's research interests center on the a) challenges of reading science texts, b) visual/graphical literacy, c) the role of self-efficacy for struggling readers' success, and d) the impact of emotion and empathy on reading comprehension. Through multiple NSF funded projects in collaboration with mechanical engineering and computer science, Dr. McTigue has translated her work on visual literacy to engineering education. In the 2014-15 school year, Dr. McTigue was a visiting faculty member at the Norwegian National Reading Research Center, which is affiliated with University of Stavanger, Norway. Upon returning in Fall 2015, Dr. McTigue has served as the Associate Director of POWER writing services in the College of Education and Human Development. In that role, she has co-developed and taught a graduate course on Academic Writing for International Students and teaches a graduate course for Writing for Publication.
Research Interests
Comprehension of Informational Texts
Multiple Representations within Texts
Reading Motivation
Science Literacy
Publications (journal articles, books, book chapters)*

1. Wright, K. L.*, Franks, A. D.*, Kuo, L. J., McTigue, E. M., & Serrano, J.* (2016). Both theory and practice: Science literacy instruction and theories of reading. International Journal of Science and Mathematics Education, 14(7) 1275-1292. DOI 10.1007/s10763-015-9661-2 *

2. Hodges, T. S., Feng, L., Kuo, L. J., & McTigue, E. (2016). Discovering the literacy gap: A systematic review of reading and writing theories in research. Cogent Education, 3(1), 1228284.

3. McCrudden, M., Barnes, A., McTigue, E, Welch, C & MacDonald, E. (2016). The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments. Thinking & Reasoning, 1-19 DOI:10.1080/13546783.2016.1234411

4. *Miller, D.M., *Scott, C.E. & McTigue, E.M. (2016) Writing in the Secondary-Level Disciplines: A Systematic Review of Context, Cognition, and Content. Educational Psychology Review, 1-38.(Online First) doi:10.1007/s10648-016-9393-z *

5. *McTigue, E., Douglass, A., Wright, K. L., Hodges, T. & Franks, A. (2015). Beyond story mapping: Teaching inferential comprehension via character perspectives. The Reading Teacher. 69(1), 91-101

6. ***Wright, K. L., **Franks, A. D., Kuo, L. -J., **Serrano, J. & McTigue, E. M. (2015). Both theory and practice: Science literacy instruction and reading theories. International Journal of Science and Mathematics Education, 1-18.

7. *Wright, K. L.*, Hodges, T. S.*, Franks, A. D*., McTigue, E. M., & Douglass, A. G. (2015). Minding the gap: Mentoring undergraduate pre-service teachers in educational research. In Y. Li & J. Hammer (Eds.), Teaching at Work. (pp. 145-171). Netherlands: Sense Publishers. *

8. *Hodges, T. S.*, McTigue, E. M., Douglass, A. G., Weber, N. D.*, Wright, K. L.*, & De la Garza, A.** (2015). Modeling the write teaching practices: Instructor influences on preservice teachers. In Y. Li & J. Hammer (Eds.), Teaching at Work. (pp. 171-193). Netherlands: Sense Publishers.

9. *Wright, K., Eslami, Z. R., McTigue, E. & Reynolds, D. (2015). Picture Perfect: Using Quality Graphics to Support English Language Learners in Science Classes. The Science Teacher, 82(4), 41-46. *

10. Smolkin, L. & McTigue, E. M. (2015). The Elementary Classroom: Improving Comprehension of Fictional Texts, In Parris, S. & Headley, K. (Eds.) Comprehension Instruction: Research Based Best Practices (3rd Edition). (pp. 224 - 237). New York: Guilford Publishing.

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

PESCA: The Impact of Bilingual Experience on the Literacy Development of At-Risk Readers. (Co-PI)
TAMU Office of the Vice President for Research (State)
2015/05/01 - 2017/05/31
Total Funding: 25,000.

Collaborative Research: PerSketchTivity- Empowering and Inspiring Creative, Competent, Communicative, and Effective Engineers through Perspective Sketching. (Co-PI)
NSF (Federal)
2014/09/01 - 2017/08/31
Total Funding: 60,942.
Courses Taught
Former Doctoral Students
Kellie Cude (Spring, 2011), Ph.D.
Su Yeon Kim (Spring, 2011), Ph.D.
Jaime Berry (Summer, 2011), Ph.D.
April Douglass (Summer, 2011), Ph.D.
Tiffany Lipsett (Summer, 2011), Ph.D.
Chyllis Scott (Summer, 2013), Ph.D.
Diane Miller (Spring, 2014), Ph.D.
Tracey Hodges (Summer, 2015), Ph.D.
Katherine Elizabeth Landau Wright (Summer, 2016), Ph.D.
Editorial Positions

Editorial Board Member (2015 - ). Nordic Journal of Literacy Research

Editorial Board Member (2015 - ). Reading Psychology


(2014). TLAC Outstanding Mentor Award.  TLAC Department

(2010). CTE Teaching Award.  Montague Scholar Award

(2009). Outstanding New Faculty.  CEHD

TLAC Faculty   |   TLAC Staff