Articles
Articles
Horner, S. L., Mrachko, A, O’Connor, E. A., & Yasik, A. E. (2020). Pre-service teachers’ knowledge of special education laws. Mid-Western Educational Researcher, 32 (1), 48-70.
O'Connor, E. A., Yasik, A. E., & Horner, S. L. (2016), Teachers' Knowledge of Special Education Laws: What Do They Know? Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 18, 7-18.
O'Connor, E.A., & Yasik, A. E. (2015), Using information from the Reading Recovery program within a response to intervention framework. NASP Communique, 43 (5), 1, 32-36.
Rando, B., O’Connor, E. A., Steuerwalt, K., & Bloom, M. (2014), Raps and young children: Encouraging emergent literacy. Young Children, 69 (3), 28-33.
O’Connor, E. A., Briggs, C. & Forbes, R. (2013), Response to intervention: Following three Reading Recovery children on their individual paths to becoming literate. Early Education and Development, 24 (2), 79-97.
O'Connor, E. A. (2012), Missing the kindergarten year: The implication for first grade literacy performance. Encounter: Education for Meaning and Social Justice, 25 (4), 45-49.
O’Connor, E. A., Malow, M. S., & Bisland, B. M. (2011), Mentorship and instruction received during training: Experiences and views of alternatively certified teachers. Educational Review, 63, 219-232.
O’Connor, E.A., & Concannon-Gibney, T. (2011), Using formative assessment to effectively identify and remediate reading issues in the early grades. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 8, 37-49.
Bisland, B. M., Malow, M.S., & O’Connor, E. A. (2010), Perspectives, constraints and practices in social studies instruction: A case study of alternatively certified elementary teachers. International Journal of Social Education, 24 (2), 117-144.
O’Connor, E. A. (2010), Using information from the Observation Survey of Early Literacy Achievement to improve literacy instruction. International Journal of Learning, 17, 437-450.
Steuerwalt, K. M., & O'Connor, E. A. (2008), We are reporters: Developing an appreciation and purpose for collecting, recording and recalling data using a variety of reporting strategies. Yearbook of the College Reading Association, 29, 103 - 121.
O'Connor, E. A., & Steuerwalt, K. M. (2008), Training teachers in a large urban area to administer and interpret a new literacy assessment: Lessons learned from New York City. Journal of In-service Education, 34 (3), 299-310.
Horner, S. L., Bhattacharyya, S., & O’Connor, E. A. (2008), Modeling: It’s more than just imitation. Childhood Education, 84 (3), 219-222.
Malow-Iroff, M. S., O’Connor, E. A., & Bisland, B. M. (2007), Intention to return: Alternatively certified teachers' support, ideology, and efficacy beliefs. Teacher Development, 11 (3), 263-275.
O’Connor, E. A., & Yasik, A. E. (2007), Using information from an early intervention program to enhance literacy goals on the Individualized Education Program (IEP). Reading Psychology: An International Quarterly, 28 (2), 133-148.
Horner, S. L., & O'Connor, E. A. (2007), Helping Beginning and Struggling Readers to Develop Self-Regulated Strategies: A Reading Recovery Example. Reading and Writing Quarterly: Overcoming Learning Disabilities, 23 (1), 97-110.
Horner, S. L., & O'Connor, E. A. (2007), Introduction: Helping Beginning and Struggling Readers and Writers to Develop Self-Regulated Strategies. Reading and Writing Quarterly: Overcoming Learning Disabilities, 23 (1), 1-6.
Samson, F., & O’Connor, E. A. (2005), A Journey into literacy: An interview with David Booth. Language Arts, 82, 491-495.
O’Connor, E. A., & Samson, F. (2005), Sharing, showing, and transforming: How attendance at a Highlighting Literacy conference influenced pre-service and beginning teachers. Teacher Development: An International Journal of Teachers’ Professional Development, 9, 429-446.
O’Connor, E. A., Fish, M. C., & Yasik, A. E. (2004), An observational study to determine the influence of teacher experience on the elementary classroom system. Journal of Classroom Interaction, 39, 11-18.
O’Connor, E. A., & Simic, O. (2002), The effect of Reading Recovery on special education referrals and placements. Psychology in the Schools, 39, 635-646.
Horner, S. L., Pape, S. J., & O’Connor, E. A. (2001), Drs. Strangelove or: How we learned to stop worrying and love the job search process. Educational Psychology Review, 13, 53-69.
Briggs, C., Forbes, R., & O’Connor, E. A. (2000), Every child a reader: What promise Reading Recovery holds for Kansas children and teachers. Kansas Journal of Reading, 16, 8-14.
Conference Presentations
Conference Presentations
O'Connor, E. A., & Horner, S. L. (2024). An examination of young children's oral language skills: A preservice teacher activity for the literacy methods course. Eastern Educational Research Association, Clearwater, FL.
Horner, S. L., Mrachko, A. A., & O’Connor, E. A. (2024). Showing empathy to colleagues and students. Paper to be presented at Eastern Educational Research Association, Clearwater, FL.
Mrachko, A. A., Horner, S. L., O’Connor, E. A., & Yasik, A. E. (2018) Understanding special education law: Survey results for inclusive early childhood teachers. Paper presented at Division for Early Childhood's 34th Annual International Conference on Young Children with Disabilities and Their Families, Orlando, FL.
O’Connor, E.A., Horner, S.L., & Steuerwalt, K. (2018). Transcribing a conversation: What preservice teachers learn about young children’s conversation skills as well as their own. Paper presented at the New England Educational Research Organization, Portsmouth, NH.
Horner, S. L., Mrachko, A. A., O’Connor, E. A., & Yasik, A. E. (2017).
Special education law: Preservice teachers’ knowledge. Poster presented at the American Psychological Association Convention. Washington, D.C.
Mrachko, A. A., Horner, S. L., O’Connor, E. A., & Yasik, A. E. (2016). Pre-service and in-service teachers’ knowledge of special education laws. Mid-Western Educational Research Association, Evanston, IL.
Concannon-Gibney, T., & O’Connor, E. A. (2016). The Big Book Project: Learning about Early Literacy Skills. In Early Childhood Ireland Conference and AGM. Croke Park, Ireland.
Horner, S. L., & O’Connor, E. A. (2014). Fostering self-regulated learning in preschool classrooms. In National Association for the Education of Young Children. Dallas, TX.
Horner, S. L., & O’Connor, E. A. (2012). Fostering self-regulated reading in early childhood classrooms. In Association of Literacy Educators and Researchers. Grand Rapids, MI.
O’Connor, E. A., Horner, S. L., & Caligiuri (2012). Can emergent literacy learning take place without the skill and drill?: A Reggio Emilia inspired preschool. In Northeastern Research Association. Rocky Hill, CT.
O’Connor, E. A., & Yasik, A. E. (2010). Response to Intervention: Information from the Reading Recovery program. In 19th Annual World Congress on Learning Disabilities. Fairfield, NJ.
O'Connor, E.A. (2010). Using information from the Observation Survey of Early Literacy Achievement to improve literacy instruction. In 17th International Conference on Learning. Hong Kong.
Bisland, B.M., Malow-Iroff, M. S., & O’ Connor, E.A. (2009). Beliefs and issues in social studies instructional practices: A study of alternatively certified elementary teachers. In College and University Faculty assembly of the National Council for Social Studies. Atlanta, GA.
O’Connor, E. A., & Yasik, A. E. (2008). Teachers' Knowledge of Special Education Laws: What Do They Know? In American Psychological Association Convention. Boston, MA.
Horner, S. L., & O’Connor, E. A. (2007). Children’s knowledge of different types of environmental print. In Mesmer, H. A. (chair), Delving deeper: New research findings in preschool literacy - Letter/sound instruction, concept of word, env ironmental print, and motivation. In Symposium conducted at the National Reading Conference. Austin, TX.
O’Connor, E. A. (2007). Using the Observation Survey to look for patterns of literacy behavior to inform instruction. In 16th Annual World Congress on Learning Disabilities. Marlborough, MA.
O’Connor, E. A. (2007). The effect of attending kindergarten on literacy performance in first grade. In American Educational Research Association. Chicago, IL.
O’Connor, E. A., & Yasik, A. E. (2007). Elementary school teachers’ knowledge of legislation impacting students’ service eligibility. In National Association of School Psychologists. NY, NY.
Steuerwalt, K., & O'Connor, E. A. (2006). We are reporters: Developing an appreciation and purpose for collecting, recording, and recalling data using a variety of reporting strategies. In College Reading Association. Pittsburgh, PA.
Bisland, B. M., Malow-Iroff, M. S., & O’Connor, E. A. (2006). Instructional practices among alternatively certified elementary teachers. In American Educational Research Association. San Francisco, CA.
Bisland, B. M., Malow-Iroff, M. S., & O’Connor, E. A. (2005). Social studies instructional practices among alternatively certified elementary teachers. In College and University Faculty Association of the National Council of Social Studies. Kansas City, Missouri.
Rando, B., O’Connor, E. A., & Steuerwalt, K. (2005). Rhythm, rhyme, reading and writing with raps. In College Reading Association. Savannah, GA.
O’Connor, E. A., Malow-Iroff, M. S., & Bisland, B. M. (2005). An alternate route to teaching certification: New York City Teaching Fellows’ exit investigation. In American Educational Research Association. Montreal, Canada.
O’Connor, E. A., & Horner, S. L. (2005). Developing self-regulation within the Reading Recovery context. In O'Connor, E. A. and Horner, S. L. (chairs), Helping beginning and struggling readers and writers develop self-regulated strategies. In Symposium conducted at the American Educational Research Association. Montreal, Canada.
O’Connor, E. A. (2005). Looking for patterns: Using the Observation Survey to inform instruction. In Illinois Reading Recovery and Descubriendo La Lectura Institute. Chicago, IL.
Bisland, B.M., Costigan, A. T., Malow-Iroff, M. S., & O’Connor, E. A. (2004). Issues influencing the retention of beginning urban teachers: The New York City Teaching Fellows. In Emerging Scholarship in Urban Education Conference, The Graduate School and University Center, City University of New York. New York, NY.
O’Connor, E. A., & Steuerwalt, K. M. (2004). Teachers’ experiences in training, administration and use of New York City’s Early Childhood Literacy Assessment System (ECLAS-2). In College Reading Association. Del Ray Beach, Florida.
Malow-Iroff, M. S., O’Connor, E. A., & Bisland, B. M. (2004). Alternatively certified teachers: Beliefs and characteristics. In American Psychological Association. Honolulu, Hawaii.
Malow-Iroff, M. S., O’Connor, E. A., & Bisland, B. M. (2004). Pupil control and teacher efficacy in a group of alternative certification teachers in New York City. In American Educational Research Association. San Diego, CA.
O’Connor, E. A. (2004). Record keeping that informs and guides teaching. In Illinois Reading Recovery and Descubriendo La Lectura Institute. Chicago, IL.
O’Connor, E. A., & Yasik, A. E. (2003). Using information from an early intervention program to enhance literacy goals of the Individual Education Plan (IEP). In College Reading Association. Corpus Christi, TX.
Yasik, A. E., & O’Connor, E. A. (2003). An analysis of the content validity of the Early Childhood Literacy Assessment System (ECLAS). In National Association of School Psychologists. Toronto, Canada.
O’Connor, E. A. (2003). Getting Right to Writing. In Iowa Reading Recovery Conference. Des Moines, Iowa.
O’Connor, E. A. (2003). Writing is an interactive process. In Illinois Reading Recovery and Descubriendo La Lectura Institute. Chicago, IL.
O’Connor, E. A. (2002). What new learning has the child acquired in writing? In Iowa Reading Recovery Conference. Des Moines, Iowa.
O’Connor, E. A. (2002). Working at the cutting edge to promote independent and successful writing. In Illinois Reading Recovery and Descubriendo La Lectura Institute. Chicago, IL.
O’Connor, E. A. (2001). First talk with the Child: Conversation in writing. In Reading Recovery Teacher Leader Institute. San Diego, CA.
O’Connor, E. A., & Yasik, A. E. (2001). Curriculum based assessment: The role of Reading Recovery data. In National Association of School Psychologists. Washington, D.C.
O’Connor, E. A. (2001). Let’s talk: Utilizing conversation to enhance writing. In Illinois Reading Recovery and Descubriendo La Lectura Institute. Chicago, IL.
O’Connor, E. A., Brodsky, L., Donnelly, E., Quigley, C., & Romanelli, J. (2001). Early intervention: A focus on Reading Recovery. In Manhattan Reading Council’s Parents and Reading Conference. Fordham University. New York, NY.
O’Connor, E. A. (2000). Conversation: A powerful tool for writing. In New Jersey Reading Recovery Conference 2000, Rutgers, The State University of New Jersey. New Brunswick, NJ.
Forbes, R., Ware, B. M., Parker, D. C., O'Connor, E. A., Lukas, B., & Briggs, C. M. (2000). Using Reading Recovery program data to inform district curricular decisions. In National Reading Conference. Scottsdale, AZ.
O’Connor, E. A. (2000). Conversation: A powerful tool for writing. In Texas Woman’s University Reading Recovery/Early Literacy Conference. Dallas, TX.
O’Connor, E. A., Briggs, C., & Forbes, R. (2000). Reading Recovery: Different paths to success. In College Reading Association. St. Petersburg, FL.
O’Connor, E. A. (2000). Does Reading Recovery impact special education referral and placement rates? In Mini-conference on Effectiveness, Efficiency and Equity in Children’s Literacy Learning: The role of Reading Recovery, New York University. New York, NY.
O’Connor, E. A. (2000). Conversation: A powerful tool for writing. In Northeast Reading Recovery Conference. Springfield, MA.
O’Connor, E. A., & Simic, O. (2000). Reducing special education referral and placement: The effects of Reading Recovery. In American Psychological Association. Washington, D.C.
Forbes, R., Briggs, C., & O’Connor, E. A. (2000). Linking reader and text: How to select and introduce books that support emerging literacy. In International Reading Association’s World Congress on Reading. Auckland, New Zealand.
O’Connor, E. A. (2000). School Administrators. In Reading Recovery Teacher Leader Institute. Minneapolis, MN.
O’Connor, E. A., Briggs, C., & Forbes, R. (2000). Every child a reader: The experience of three different children in the Reading Recovery Program. In American Educational Research Association. New Orleans, LA.
O’Connor, E. A. (2000). Giving young children a chance: Early intervention as a prerequisite to referral for special education. In American Educational Research Association. New Orleans, LA.
Pape, S. J., Horner, S. L., & O’Connor, E. A. (2000). Seeking a university position: The experiences of program alums. In American Educational Research Association. New Orleans, LA.
O’Connor, E. A. (2000). Staff development model. In Mini-conference on Building capacity to achieve high literacy standards: The role of Reading Recovery, New York University. New York, NY.
O’Connor, E. A., Brown, P., Cecchetelli, M., Gaynor, Y., Montgomery, J., & Roth-Singer, L. (2000). Early intervention: A focus on Reading Recovery. In Manhattan Reading Council’s Parents and Reading Conference. Fordham University. New York, NY.
Yasik, A. E., Saigh, P., O’Connor, E. A., & Oberfield, R. O. (1999). Reliability and validity of the Children’s Future Orientation Scale. In International Society for Stress Studies.. Miami, Florida.
Forbes, R., Briggs, C., & O’Connor, E. A. (1999). Matching text and reader: How to train teachers to select books that support emerging literacy processes. In College Reading Association. Hilton Head, SC.
O’Connor, E. A., & Fish, M. C. (1998). Differences in the classroom systems of expert and novice teachers. In American Educational Research Association. San Diego, CA.
O’Connor, E. A., & Fish, M. C. (1997). Differences between the classrooms of expert and novice teachers on the flexibility dimension of the Classroom Systems Observation Scale. In New England Educational Research Organization. Portsmouth, NH.
