Mary Shea

Mary Shea’s expressed interests focus on research-based best practices for literacy instruction — instruction that meets the needs of all learners and emphasizes literacy skills in content area curriculum. This interest evolved over years as a classroom teacher, literacy specialist, Language Arts Coordinator, and Federal Projects Coordinator in public schools as well as years of teaching in higher education. She has also explored literacy issues internationally, working as a visiting professor in Ireland and Scotland, a visitor to schools in Finland, and a researcher with ELLs in an Italian school. Mary has written extensively about topics and issues related to literacy instruction, including six professional books, book chapter, numerous journal articles, and teaching guides; she has presented at conferences, workshops, and staff development sessions locally, nationally, and internationally.

Awards

Canisius University SEHS Scholarship Award (2007) for “Recognition of Outstanding Scholarship and Publication”

Publications

Shea, M. & Murray, R. & Harlin, R. 2005. Drowning in Data?: How to Collect, Organize, and Document Student Performance. NH: Heinemann.

Shea, M. 2006 Where’s the Glitch?: Running Records with Older Readers. NH: Heinemann.

Shea, M. 2011 Parallel Learning of Reading and Writing in Early Childhood. New York, NY: Routledge/Taylor and Francis.

Shea, M. 2012 Running Records: Authentic assessment that informs differentiated instruction. New York, NY: Routledge/Taylor and Francis.

Shea, M., & Roberts, N. (2016). The FIVES strategy for reading comprehension. West Palm Beach, FL: Learning Sciences International.