VITA
Dr. Noel K. Jones
217 Oakleaf Drive
Wilmington, NC 28403
EDUCATION
Ohio State University, Early literacy, Certification as Reading Recovery trainer, 1991.
Cornell University, Curriculum and instruction, Ph.D., 1979.
Stanford University, Elementary education and reading, M.A., 1969.
San Jose and Chico State Universities, Educational certification and reading.
Harvard College, A.B., 1954.
PROFESSIONAL EXPERIENCE
1977 - University of North Carolina Wilmington. Current rank, associate professor.
1970 - 1975 Reading Curriculum Director, Portland, ME, Public Schools.
1969 - 1970 Instructor and laboratory school teacher, University of Wisconsin, Superior.
1961 - 1968 Classroom teacher and reading specialist, Orland, CA, Public Schools.
1960 - 1961 History teacher, Gainesville, MO, High School.
1957 - 1960 Classroom teacher, Gilroy, CA, Public Schools.
1954 - 1956 English teacher, Orme Ranch School, AZ.
PUBLICATIONS
Jones, N. (Spring 1998). Getting the Most from your Reading Recovery Program. Network
News. Reading Recovery Council of North America), Columbus, OH.
Jones, N. (1997). Helping the hard-to-accelerate child: Problem-solving the more difficult
cases. The Running Record. Reading Recovery Council of North America Vol. 10, No. 1.
Jones, N. (Spring 1997). Rationale for teaching a minimum of four Reading Recovery
children. The Network News.
Jones, N. (1997). Learning to read: Insights from Reading
Recovery. In S. Swartz & A.
Klein (Eds.). Research in Reading Recovery. Portsmouth, NH: Heinemann. Also in
Language, Learning and Literacy. Vol. 1, No. 2, 1995.
Jones, N. (1997). Phonics and politics: Sounding out the
consequences. Language, Learning
and Literacy. Vol. 2, No. 2.
Pinnell, G., Lyons, C., and Jones, N. (1996). Response to Hiebert: What difference does
Reading Recovery make? Educational Researcher. Vol. 25, No. 7. October. Also in
Network News. Vol. 7, No. 3. RRCNA, Columbus, OH.
Jones, N. (1994). Dual processing in reading: Don't 'Get your mouth ready' yet! Running
Record. Vol. 7, No. 1. RRCNA, Columbus, OH.
Jones, N. (1994). The academic program for Reading Recovery. Network News. Volume
6, No. 3. RRCNA, Columbus, OH.
Jones, N. (1993). Fostering shifts in teacher thinking. Network News. Volume 6, No. 1.
RRCNA, Columbus, OH.
Jones, N. (1991). Development of morphophonemic segments in children's representations
of words. Applied Psycholinguistics, 12(2), 217-239.
Jones, N. (1991). Helping to learn: Components and principles of Reading Recovery
training. Reading Horizons. 31, 5, 421-438.
Jones, N. (1990). Getting Started: Creating a literate classroom environment." In D.
Stephens, Ed., Reading: What Matters? Portsmouth, NH: Heinemann.
Jones, N. (1988). North Carolina's effective teacher training program: Implications for
language arts in Jenkins, K. (Ed.). Teacher Evaluation and the Treatment of Content. North
Carolina Association for Supervision and Curriculum Development.
Jones, N. (1983). Review of Wolfram, W. and Johnson, R., Phonological Analysis: Focus
on American English. American Speech.
Jones, N. (1983). A plea for common sense in school language arts programs. Journal of
North Carolina League of Middle and Junior High Schools.
Jones, N. (1980). Evaluating and selecting basal readers. In Selecting basal readers, a
guidebook, Rudy and Hayes (Eds.) Greensboro, NC: NC Council of International Reading
Association.
Jones, N. & Catlin, J. (1976). Verifying affirmative and negative sentences, (with Jack Catlin). Psychological Review, Vol. 83, 6, 497-501.
PRESENTATIONS in Juried forums
February 1999. Helping the Hard to Accelerate Child. Pre-convention institute. National
Reading Recovery Conference, Columbus, OH. (Organized institute and presented with five
Reading Recovery teacher leaders.)
February 1999. Phonology and Reading. National Reading Recovery Conference,
Columbus, OH. Featured speaker.
January 1999. (With Linda Scott) Making and Breaking Words. Southeastern Reading
Recovery Conference. Greensboro, NC.
November 1998. The Role of Phonology and Language Structure in Reading. Featured
presentation. Pennsylvania Reading Recovery Conference. Harrisburg, PA.
February 1998. The Power of Language in Reading Recovery Teaching and Learning. National
Reading Recovery Conference, Columbus, OH
November 1997. Making Reading Recovery Work: Understanding the Guidelines and Why
They Are Necessary. Northeast Reading Recovery Conference. Lowell, MA. (Featured
speaker)
June 1997. The Role of Language in Developing a Self-extending Learning system. National
Teacher Leader Institute. Research Triangle Park, NC.
February 1997. The S in MSV: Language structure and literacy acquisition.
National Reading Recovery Conference, Columbus, OH
January 1997. Program Implementation: Reconceptualizing outcome measures and support
factors. Southern Reading Recovery Conference, Atlanta, GA
May 1996. The power of oral language: Developing teachers= understandings. National
Reading Recovery Teacher Leader Institute. San Francisco, CA.
February 1996. Meeting the challenge: Making Reading Recovery work for your schools.
National Reading Recovery Conference, Columbus, OH. Featured presentation.)
February 1995. The Letter Block Component: Making decisions that foster Acceleration.
National Reading Recovery Conference, Columbus, OH.
January 1995. Assessing the performance of Reading Recovery teachers. National Reading
Recovery Conference, Columbus, OH.
January 1995. Making and Breaking Words: Making decisions to foster accelerated learning.
Southeast Regional Reading Recovery Conference. Greensboro, NC.
August 18-19, 1995. Acceleration. Extending children's knowledge of print. Following the
child: Making it easy to learn. Three invited presentations to Maine Reading Recovery
teacher leaders and teachers.
February 1994. Relationships between oral language and literacy. National Reading
Recovery Conference, Columbus, OH.
April 1993. The effectiveness of Reading Recovery as an educational innovation.
International Reading Association annual convention, San Antonio, TX.
February 1993. A framework for decision-making: Analysis of factors affecting
implementation. National Reading Recovery Conference, Columbus, OH.
Jones, N. & McDonough, K. (July 1992). Links between reading and writing. First
International Reading Recovery conference. Maui, HI. (Also presented at National Reading
Recovery Conference. Columbus, OH. February 1992.)
May 1992. Developing phonemic awareness and decoding abilities in a Reading Recovery
setting. Part of Institute #21, Learning about print in early childhood literacy programs.
International Reading Association, annual convention, Orlando, FL.
1990. The teaching of language arts: Curricular implications. Invited presentation to North
Carolina Department of Public Instruction convocation to consider revision of state
curriculum and testing program in communication skills. Research Triangle Park, NC.
Jones, N. and M. Gendernalik-Cooper. (1987). Teacher effectiveness and education: A case
of incompatibility? Paper presented at AERA meeting, Washington, DC. ERIC Document
No. ED284829.
1986. Differing views of basic studies curricula. Paper presented at AERA meeting, San
Francisco. ERIC Document No. ED 270058.
1983. Development of morphophonemic segments in children's mental representations of
words. Paper presented at AERA annual meeting, Montreal. ERIC document number ED
228870.
RESEARCH REPORTS
Reading Recovery Report 1991-92. No. 1. Spring 1993. Annual research report on the
effectiveness of the UNCW Reading Recovery site. School of Education, UNCW.
Reading Recovery Report 1992-93. No. 2. Fall 1993. Annual research report on the
effectiveness of the UNCW Reading Recovery site. School of Education, UNCW.
Reading Recovery in North Carolina. No. 1. Spring 1994. Research report of the growth
and effectiveness of Reading Recovery within the State. Watson School of Education,
UNCW.
Reading Recovery Report 1993-94. No. 3. Spring 1995. Annual research report on the effectiveness of the UNCW Reading Recovery site. Watson School of Education, UNCW.
Reading Recovery in North Carolina. No. 2. Spring 1996. Two year update: Growth and effectiveness of Reading Recovery within the State. Watson School of Education, UNCW.
Reading Recovery in North Carolina. No. 3. (1997) (In preparation). Research report of
Reading Recovery within the State. School of Education, UNCW.
PROFESSIONAL MEMBERSHIPS
Reading Recovery Council of North America
International Reading Association
American Educational Research Association
Association of College Professors of Reading
Association for Supervision and Curriculum Development
Special Interest Groups:
Curriculum inquiry
Early literacy
Reading research
State and local reading associations
SERVICE ACTIVITIES
Established Reading Recovery training program at UNCW
Trained 45 Teacher Leaders for service in four states.
Serving as primary trainer or supervising trainer for 64 Reading Recovery teachers Responsible for the continuing professional development of Reading Recovery teacher leaders in North Carolina and Virginia.
Leadership in organizing and running the Southeastern Regional Reading Recovery Conference. (Six multi-state regional literacy conferences).
Executive Board and Administrative Board of RRCNA (Reading Recovery Council of North America), 1995 to present.
Chair of National Committee for Guidelines and Standards (RRCNA), 1995 to present
Chair and service on numerous faculty committees, including faculty senate committees, and Watson School of Education committees, UNCW.
Numerous consultations with school systems in seven states concerning reading and language arts curricula
Past president, NC Association of College Professors of Reading
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