C. PATRICK PROCTOR
Associate Professor of Literacy & Bilingualism
Boston College, Lynch School of Education
Department of Teacher Education, Special Education and Curriculum & Instruction
140 Commonwealth Ave.
Chestnut Hill, MA 02467-3813
617.552.6466 (voice); 617.552.8140 (fax) proctoch@bc.edu
; www.cpatrickproctor.com
EMPLOYMENT
2012 – present Associate Professor of Literacy and Bilingualism, Boston College, Chestnut
Hill, MA
2006 – 2012 Assistant Professor of Literacy and Bilingualism , Boston College, Chestnut
Hill, MA
EDUCATION
May, 2005
1999-2001
1997-1999
Ed.D., Human Development and Psychology
Harvard University Graduate School of Education
Dissertation: “Commutable Literacy: A study of bilingualism and biliteracy among native Spanish-speaking Latina/o children”
Advisors: Catherine Snow (chair), Terry Tivnan, David Rose
May, 1995 M.A., Language, Literacy and Culture
School of Education, Stanford University
May, 1991
1999-Present
B.A., Spanish/Latin American Literature
Clark University, Universidad de Sevilla
PROFESSIONAL EXPERIENCE
2003-2009 Center for Applied Special Technology
Senior Research Scientist
2002-2003
Massachusetts Teacher Certification
Social Studies Grades 5-9, Transitional Bilingual Education (Spanish), All
Levels. Certification #356180
Harvard Graduate School of Education
Adjunct Lecturer on Education
Waltham Public Schools
Bilingual Resource Teacher
Massachusetts Department of Education
Education Specialist
1995-1997 Detroit Public Schools
Third and Fourth Grade Teacher
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PUBLICATIONS
In Press
Michener, C. J., Sengupta-Irving, T., Proctor, C. P., & Silverman, R. D. (in press). Culturally
Sustaining Pedagogy within Monolingual Language Policy: Variability in Instruction. Language
Policy .
Silverman, R. D., Proctor, C. P., Harring, J. R., Meyer, A., Doyle, B., & Mitchell, M. (in press).
Teachers' instruction and students' vocabulary and comprehension: An exploratory study with
English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research
Quarterly .
Peer-Reviewed Publications
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J.R. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading and Writing , 9, 1459 - 1485.
Proctor, C.P. (2013). Interactions between literacy and technology: The core of teaching and learning. Perspectives (Spring), 3 – 6.
Brisk, M. & Proctor, C.P. (2012). Challenges and Supports for ELLs in Bilingual Programs. In
Hakuta, K. & Santos, M. (Eds.). Understanding Language: Language, literacy, and learning in the content areas .
Available at: http://ell.stanford.edu/sites/default/files/pdf/academic-papers/11-
Brisk%20Bilingual%20Programs%20FINAL_0.pdf
.
Proctor, C.P., Silverman, Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing , 25, 1635 – 1644.
Dalton, B., Proctor, C.P., Uccelli, P., Mo E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research , 43(1), 68-100.
Proctor, C.P., Dalton, D., Uccelli, P., Biancarosa, G., Mo, E., Snow, C.E., & Neugebauer, S.
(2011). Improving Comprehension Online (ICON): Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An interdisciplinary journal ,
24(5), 517-544.
Proctor, C.P. & Silverman, R.D. (2011). Confounds in assessing the associations between biliteracy and English language proficiency. Educational Researcher , 40(2), 62-64.
Greenfield, R., Rinaldi, C., Proctor, C.P., & Cardarelli, A. (2010). Teachers’ perceptions of a RTI reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability
Policy Studies, 21(1), 47-63.
Proctor, C.P., August, D, Snow, C.E., & Barr, C. (2010). The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual
Research Journal , 33(1), 5-20.
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Proctor, C.P., August, D., Carlo, M.S., & Barr, C. (2010). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners. Journal of
Social Issues , 66(1), 79-94 .
Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding depth of vocabulary online with bilingual and monolingual children. Reading and Writing Quarterly, 25(4), 311-333.
Proctor, C.P. & Mo, E. (2009). The relationship between cognate awareness and English comprehension among Spanish-English bilingual fourth grade students . TESOL Quarterly , 43(1),
126-136.
Proctor, C.P., Dalton, B., & Grisham, D. (2007). Scaffolding English language learners and struggling readers in a multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research , 39(1), 71-93.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, C.P., Snow, C.E., August, D., Calderón,
M., & Carlo, M.S. (2007). Learning to read in a low status language: Factors contributing to bilingual fifth graders’ reading achievement in English and Spanish. Applied Psycholinguistics , 28, 171-190.
Proctor, C.P., August, D., Carlo, M.S., & Snow, C.E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational
Psychology 98(1), 159-69.
August D., Snow, C., Carlo, M., Proctor, C.P., Rolla, A., Duursma, E., Szuber, A. (2006). Literacy development in elementary school second-language learners. Topics in Language Disorders , 26(4), 351-
364.
Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology , 97(2), 246-
56.
August, D., Carlo, M., Calderón, M., & Proctor, C.P. (2005). Development of literacy in Spanishspeaking English language learners: Findings from a longitudinal study of elementary school children. Perspectives , 31(2), 17-19.
Book Chapters
Gordon, D., Proctor, C. P., & Dalton, B. (2012). Reading strategy instruction, universal design for learning, and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer, & D.H. Rose
(Eds.). Universal design for learning in the classroom: Practical applications (pp. 25-37). New York: Guilford
Press.
Proctor, C.P. (2011). “Get starting in English”: Teaching for vocabulary depth with bilingual learners. In R.L. McCormack & J.R. Paratore (Eds.), After Early Intervention, then what?
Teaching struggling readers in grades 3 and beyond (pp. 42 – 65). Newark, DE: International Reading Association.
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Dalton, B. & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of new literacies. J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of New Literacies (pp.
297-324). Mahwah, NJ: Erlbaum.
Strangman, A., Meyer, A., Hall, T., & Proctor, C.P. (2008). New technologies and Universal Design for Learning in the foreign language classroom. In T. Berberi, E.C. Hamilton, & I.M. Sutherland
(Eds), Worlds Apart? Disability and Foreign Language Learning (pp. 164-177). New Haven, CT: Yale
University Press.
Dalton, B. & Proctor, C.P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D. McNamara (Ed.), Reading Comprehension
Strategies: Theory, Interventions, and Technologies (pp. 421-440). Mahwah, NJ: Erlbaum.
Book Reviews
Proctor, C.P. (2011). Review of “Latino Children Learning English: Steps in the journey” by G.
Valdés, S. Capitelli, & L. Alvarez. Teachers’ College Record , Date Published: March 15, 2011. Available at: http://www.tcrecord.org/Content.asp?ContentId=16365
Technical Reports
Proctor, C.P. & Hughes, M. (2009). Overview and recommendations: Randolph Public Schools ELL
Department. Report prepared for the Randolph Public Schools, 37pp.
Popular Press
Proctor, C.P. (1997, December 29). Portion of story should have been written in Spanish.
Bilingualism makes America stronger [Letter to the editor]. The Boston Globe , p. A.15.
Proctor, C.P. (1998, July 8). A Lesson About the Oppressed and the Oppressors [Letter to the editor]. The Boston Globe , p. A.20.
Proctor, C.P. (2007, June 29). Mom Always Said You Were Smarter [Letter to the editor]. The New
York Times , p. A.18. <retrieved June 7, 2011 from: http://query.nytimes.com/gst/fullpage.html?res=9F06E4DC173EF93AA15755C0A9619C8B63 >
IN REVIEW
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C.P., Morris, J., Gersten, R., Haymond, K.,
Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (in review). Teaching English learners in the elementary and middle grades . Washington, DC: National Center for Education Evaluation and
Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Leider, C.M., Proctor, C.P., & Silverman, R.D. (in review). The Biliteracy Translation Measure:
Using written translations to index bilingualism and biliteracy in Spanish and English.
Proctor, C.P., Silverman, R.D. & Harring, J. (in review). Development of reading comprehension and oral language proficiency among bilingual Latino children in second through fifth grade.
Silverman, R.D., Coker, D., Proctor, C.P., Harring, J.R., Piantedosi, K.W., & Meyer, A.G. (in review). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school.
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IN PREPARATION
Silverman, R. D., Proctor, C. P., Harring, J. R., Meyer, A., & Leider, C.M. (in preparation). The contribution of linguistic awareness to reading comprehension for English monolingual and
Spanish-English bilingual children in second through fifth grade.
CURRICULUM MATERIALS
Homza, A., Páez, M., Brisk, M.E., & Proctor, C.P. (2008). From Language to literacy: Reading and writing for English language learners in sheltered elementary classrooms. Chestnut Hill, MA: Lynch
School of Education, Boston College.
Center for Applied Special Technology (2009). Improving Comprehension Online. Wakefield, MA:
CAST, Inc. Available at: http://psi.cast.org/icon3/demo
RESEARCH SUPPORT
Funded Ongoing Grants
Office of Special Education Programs, 2013 – 2014.
Rose, D. (PI). National Center on the Use of
Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School
(CET). Collaboration with the Center for Applied Special Technology. The Center will research and develop a technology-rich learning environment that makes it possible for schools to provide personalized literacy support and instruction across content areas to students throughout the school day. Proctor and a team of
BC-based doctoral students will provide expertise around the intersections of literacy and technology, particularly as these relate to disabilities and emergent bilingualism. $88,785
Boston College Collaborative Fellows, 2011 – 2014.
Proctor, C.P. (PI). The ELICIT Project:
Enhancing Literacy Instruction through Collaboration and Interactive Technology . Three-year Collaborative
Fellows grant bringing together Boston College, Boston University, and the Russell and the E.
Greenwood Boston Public Schools to professional learning communities around literacy and informational text instruction alongside one-on-one coaching sessions with teachers in which literacy instruction is video recorded and analyzed, providing teachers the means by which to reflect and improve on their literacy instruction. $110,144
Funded Completed Grants
Institute of Education Sciences, 2009-2013.
Silverman, R.D. (PI), Proctor, C.P. (Co-PI), &
Harring, J. (Co-PI). Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students . Three-year collaborative grant between Boston
College and the University of Maryland with the goal of investigating the development of vocabulary knowledge and reading comprehension, and the instructional factors that affect that development, among a sample of monolingual English and bilingual Spanish-English students. $1,400,000.00
U.S. Department of Education, 2007-2012. Páez, M. (Co-PI), Homza, A. (Co-PI), Brisk, M.E.
(Senior Adviser), & Proctor, C.P. (Language and Literacy Specialist). Teaching Academic Language in the
Content Areas: Enhancing Achievement for English Language Learners . The two overriding goals of this 5year grant are to: 1) Improve the Lynch School’s teacher education program by better preparing all teachers to provide effective instruction to bilingual learners; and 2) Support high-quality professional development for elementary and secondary content teachers in language and literacy development of bilingual learners. While not a principal investigator on this project, I was part of
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the grant writing effort and have worked with Drs. Páez and Homza to create and deliver the curriculum that was the hallmark of the first year of the grant. $1,490,000.00
Boston College, 2008-2009. Proctor, C.P. (PI). Promoting Biliteracy: An instructional pilot to preserve
Spanish literacy in an English-only setting . One year project with the Northeast School in Waltham,
Massachusetts. We are working with a fourth grade structured English immersion program that serves predominantly Spanish-speaking immigrant students. The goal of the project is to develop
Spanish literacy in the service of heightening students’ awareness of similarities and differences between Spanish and Englis to promote English literacy development. $15,000.00
Institute of Education Sciences, 2005 – 2008.
Dalton, B. (PI), Proctor, C.P., & Snow, C.E. (Co-
PIs). Improving Reading Comprehension for Struggling Readers: Understanding the Roles of Vocabulary
Development, Guided Strategy Use, and Spanish Language Supports in a Digital Reading Environment . The
Center for Applied Special Technology, Boston College, and Harvard University collaborated to develop and test a digital reading environment designed to improve English vocabulary and comprehension among culturally and linguistically diverse students in urban schools. One study was conducted each year, culminating in a final quasi-experimental test of the prototype versus a control condition. The products developed over the course of the project included an Internet-delivered prototype with embedded learning supports and assessments, teacher training materials, a curriculum guide, and researcher-designed vocabulary measures. $1,500,000.00
INVITED PRESENTATIONS
Proctor, C.P. (June 6, 2011). R esearch and Practice in the Study of Bilingualism and Biliteracy.
Presentation delivered to the Massachusetts Association for Bilingual Education, Chestnut Hill, MA.
Proctor, C.P., Biancarosa, B., Dalton, B., & Uccelli, P. (March 4, 2011). Designing Literacy Instruction
Across Languages: Results from a Quasi-Experimental Study . Paper presented at the Society for Research in
Educational Effectiveness biannual meeting, Washington, D.C.
Dalton, B. & Proctor, C.P. (June 11, 2008). Designing and testing a digital literacy environment: A 3-year interdisciplinary approach to improving academic outcomes for diverse learners . Panel presentation, Institute for
Education Sciences annual meeting, Washington, D.C.
PRESENTATIONS
Proctor, C.P., Silverman, R.D., & Harring, J.R. (2013, February). Growth of Language and Literacy Skills
Among Spanish-Speaking English Learners in Grades 2 – 5. Paper presented at the annual meeting of the
Pacific Coast Research Conference, San Diego, California.
Proctor, C.P., Silverman, R.D., Harring, J., & Nagahara (2012, December). What’s in a Name? School district effects on English language learner identification . Paper presented at the annual meeting of the
Literacy Research Association, San Diego, California.
Proctor, C.P., Silverman, R.D., Harring, J., & Nagahara (2012, December). Vocabulary and comprehension instruction in grade 3-5 classrooms with linguistically diverse learners.
Paper presented at the annual meeting of the Literacy Research Association, San Diego, California.
Michener, C.J., Proctor, C.P., & Silverman, R.D. (2012, December). Features of dialogic instruction in
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upper elementary classrooms and their relationship to student reading comprehension.
Paper presented at the annual meeting of the Literacy Research Association, San Diego, California.
Silverman, R., Proctor, C. P., Harring, J., Doyle, B ., Meyer, A., & Mitchell, M. (2012, December).
Comprehension and vocabulary instruction in linguistically diverse grade 3-5 classrooms. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA.
Montecillo, C., Proctor, C.P., & Silverman, R.D. (February 2012). Examining the nature of language and literacy performance among Latino students.
Paper presented at the 1st themed meeting for Positive
Development of Minority Children of the Society of Research in Child Development, Orlando,
Florida.
Michener, C., Pavlak, C., Nagahara, M., Proctor, CP., & Silverman, R. (2011, February) I should hear everyone talking: Bilingual students in mainstream classrooms.
Paper presented at the 32nd Annual
Ethnography in Education Research Forum, Philadelphia, PA.
Michener, C., Proctor, CP., Pavlak, C., Nagahara, M., & Silverman, R. (April 11, 2011). Are you with me? Classroom discourse, teacher questions, and student vocabulary development.
In J.F. Lawrence (Chair), Let us talk: Examining the relationship between classroom discourse, vocabulary, and reading outcomes. Symposium conducted at the American Educational Research Association Annual
Meeting, New Orleans, LA.
Montecillo, C., Proctor, C.P., & Silverman, R.D. (April 1, 2011). Home literacy environment and literacy outcomes among semi-urban English monolingual and Spanish-English bilingual fourth graders.
Poster presented at the bi-annual meeting of the Society of Research in Child Development, Montreal, Canada.
Silverman, R.D., Proctor, C.P., & Harring, J. (April 11, 2011). Vocabulary breadth and depth and comprehension in English monolingual and Spanish-English bilingual students in grades two to four.
Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.
Uccelli, P., Proctor, C.P., & Dalton, B. (April 11, 2011). Spanish-English bilingual and English monolingual fifth grade writers: Similarities and differences in writing performances. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.
Proctor, C.P. & Silverman, R.D. (December 1, 2010). Comprehension, Linguistic Acquisition, and
Vocabulary in English and Spanish (CLAVES): Results from the first year of a 2-year longitudinal study . Paper presented at the Literacy Research Association annual meeting, Fort Worth, TX.
Hughes, M. & Proctor, C.P. (June 10, 2010). Heritage Language Maintenance in the United States in a
Transcultural Era . Paper presented at the World Congress of Comparative Education Societies Biannual Meeting, Istanbul, Turkey.
Silverman, R., Proctor, C.P., and Harring, J. (June 29, 2010). CLAVES: Comprehension, Linguistic
Awareness, & Vocabulary in English and Spanish . Poster presented at the Institute of Education Science annual conference, Washington, D.C.
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Proctor, C.P. & Silverman, R. (June 30, 2010). Characterizing the Complexities of Bilingualism: Issues of homogeneity and heterogeneity in language and literacy among Spanish-speaking Latino/a school-age children . Paper presented at the Institute of Education Science annual conference, Washington, D.C.
Proctor, C.P. (February 24, 2010). English Learning Children, Literacy Development, and Classroom
Instruction . Workshop presented at the Boston Step-Up Literacy Initiative meeting, Cambridge, MA.
Proctor, C.P. (March 31, 2010). Vocabulary instruction in language conscious classrooms . Workshop presented at the Boston Step-Up Literacy Initiative meeting, Cambridge, MA.
Proctor, C.P. (April 28, 2010). What about RTI? What kinds of interventions pay off for struggling readers and writers?
Workshop presented at the Boston Step-Up Literacy Initiative meeting, Cambridge, MA.
Proctor, C.P., Vargas, C., & Desmond, A. (March 25, 2010). Making Connections: Biliteracy Instruction for
Spanish-Speaking English Language Learners . Paper presented at the Teaching English to Speakers of
Other Languages Annual Meeting, Boston, MA.
Proctor, C.P. (March 2, 2010). The Interdependence Continuum . Presentation to H810: Sociolinguistic
Perspectives on Language Learning. Harvard Graduate School of Education, Cambridge, MA.
Proctor, C.P. (February 23, 2010). Linguistic and Instructional Issues in the Education of Bilingual Learners .
Presentation to Boston College pre-practicum students as part of Special Issues in Teaching.
Howard, E., Proctor, C.P., & McCoach, B. (June 25, 2009). Cross-linguistic reading relationships among bilingual learners . Paper presented at the Society for the Scientific Study of Reading Annual Meeting,
Boston, MA.
Proctor, C.P., Vargas, C., & Desmond, A. (May 7, 2009). Teaching for Transfer: Native language instruction in a structured English immersion classroom. Paper presented at the New England Education Research
Organization Annual Meeting, Portsmouth, NH.
Proctor, C.P., Dalton, B., Uccelli, P., Mo, E., Snow, C.E., & Neugebauer, S. (April 15, 2009).
Improving Comprehension Online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders .
Paper presented at the American Education Research Association Annual Meeting, San Diego, CA.
Proctor, C.P. (August 14, 2008). Immigration and Education in the 21 st Century.
Presentation at the New
Teacher Academy (Teachers for a New Era), Boston College Lynch School of Education, Chestnut
Hill, MA.
Dalton, B., Proctor, C.P., Snow, C.E., & Uccelli, P. (June 12, 2008). Improving Comprehension Online .
Poster presentation, Institute for Education Sciences annual meeting, Washington, D.C.
Proctor, C.P. (May 16, 2008). The case for deep vocabulary instruction in K-12 academic language classrooms .
Presentation at the Massachusetts Association of Teachers of Speakers of Other Languages Annual
Meeting, Leominster, MA.
Proctor, C.P. (April, 2008). A Model of Bilteracy . Paper presented at the American Education
Research Association Annual Meeting, New York, NY.
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Dalton, B., Proctor, C.P, Uccelli, P., Mo E., & Schlichtmann, G. (April, 2008 ). Investigating the relative contributions of vocabulary and reading comprehension strategy supports in a universally designed strategic digital reading environment for monolingual English and Bilingual Fifth-grade Students . Paper presented at the
American Education Research Association Annual Meeting, New York, NY.
Proctor, C.P. (February 25, 2008). The Commutability Paradigm . Presentation to H810: Sociolinguistic
Perspectives on Language Learning. Harvard Graduate School of Education, Cambridge, MA.
Proctor, C.P. (September 18, 2007). From Stroop to Semantics to Sped: Literacy and bilingualism in developmental perspective. Presentation to the Applied Development and Educational Psychology first year doctoral student cohort, Boston College, Chestnut Hill, MA.
Proctor, C.P. & O’Connor, K. (April 20, 2007). Dilemmas . Paper presented at the English Language
Learners and Special Education First Annual Conference, Harvard Graduate School of Education,
Cambridge, MA.
Dalton, B., Proctor, C.P. et al. (April 2007). Learning How to Learn in Digital Literacy Environments: The
Role of Just-In-Time Representational and Strategic Coaching Supports in Developing 5th-Grade Bilingual and
Monolingual Students' Vocabulary . Paper presented at the American Education Research Association
Annual Meeting, Chicago, IL.
Proctor, C.P., Uccelli, P., Dalton, B., Snow, C.E., & Mo, E. (April 2007). Supporting English Language
Learners in a Digital Literacy Environment. Paper presented at the American Education Research
Association Annual Meeting, Chicago, IL.
Proctor, C.P., Uccelli, P., & Dalton, B. (April 2007). Caption It: Teaching and assessing breadth of vocabulary knowledge . Paper presented at the American Education Research Association Annual
Meeting, Chicago, IL.
Mo, E., Snow, C.E., Dalton, B., & Proctor, C.P. (April 2007). The Influence of Spanish Vocabulary
Knowledge on English Vocabulary for Spanish-English Bilingual Fifth-Graders . Paper presented at the
American Education Research Association Annual Meeting, Chicago, IL.
Proctor, C.P. (January 2007). Cómo detectar problemas de lectura y remediarlos en segundo ciclo y enseñanza media.
Course given at the Más que Leer: Comprender first annual conference, Santiago, Chile.
Proctor, C.P. (January 2007).
Cómo atender a diferencias individuales dentro de la misma sala de clases . Plenary address given at the Más que Leer: Comprender first annual conference, Santiago,
Chile.
Proctor, C.P. (January 2007). Avances en el uso de tecnología en la enseñanza de la lectura . Paper presented at the Más que Leer: Comprender first annual conference, Santiago, Chile.
Dalton, B., Proctor, C.P., Palinscar, A.S., Magnusson, S., & DeFrance, N. (November 2006).
Investigating the Differential Effects of Three Versions of a Digital Reading Environment Featuring an Array of
Interactive Support Features.
Paper presented at the National Reading Conference, Los Angeles, CA.
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Dalton, B. & Proctor, C.P. (November 2006). Understanding Understanding in a New Literacies Digital
Space: Changing the relationship of text, reader, and activity in service of improving diverse learners’ comprehension and engagement. Paper presented at the National Reading Conference, Los Angeles, CA.
Proctor, C.P. (November 2006). The Simple View of Reading as Psycholinguistic Nucleus.
Paper presented at the National Reading Conference, Los Angeles, CA.
Proctor, C.P., Mo, E., Dalton, B., & Uccelli, P. (April 2006). Improving Comprehension Online (ICON):
Preparing a Digital Reading Intervention Through Vocabulary-based Research . Poster Presented at the
Institute for Education Science Annual Meeting, Washington, D.C.
Mo, E. & Proctor, C.P. (April 2005). The Influence of Cognate Presence on Vocabulary Performance for
Spanish-English Bilingual and English Monolingual Fourth Grade Students . Paper presented at the
American Education Research Association National Conference, Montréal, Canada.
Proctor, C.P. (January 2005). Thinking Readers for English Language Learners (TRELL): Technology
Supports for Struggling Readers.
Paper presented at the Technology, Reading and Learning Difficulties
(TRLD) 2005 Conference, San Francisco, CA.
Proctor, C.P. (November 2, 2004). The Elusive Nature of Bilingualism . Presentation to Literacy
Assessment and Intervention Practicum: Harvard Graduate School of Education, Cambridge, MA.
Proctor, C.P. (April 2003). Degree of Bilingualism and English Reading Achievement . Paper presented at the 4 th International Symposium on Bilingualism, Tempe, Arizona.
Proctor, C.P. (April 2003). The English Reading Behavior of Spanish/English Bilinguals . Paper presented at the American Education Research Association National Conference, Chicago, IL.
Proctor, C.P. (November 11, 2002). Complicating the Simple View: English reading comprehension and bilingualism . Paper presented at the Macmillan McGraw-Hill Reading Symposium, New York, NY.
Proctor, C.P. (January 27, 1999). Intergroup Relations and Ethnolinguistic Vitality: Case Study Issues for
Bilingual Educators . Paper presented at the 1999 National Association for Bilingual Education
National Conference, Denver, CO.
TRAININGS
Proctor, C.P. (August 25, 2008). Working with Bilingual Secondary Students . Leominster Public Schools,
Leominster, MA.
Proctor, C.P. (July 25, 2007). Bilingualism, English Learning, and UDL . Center for Applied Special
Technology, Wakefield, MA.
Proctor, C.P. (June 26, 2007). Vocabulary and Achievement Among Diverse Learners . Boston College,
Chestnut Hill, MA.
Proctor, C.P. (June 20, 2005). Universal Design for Learning and English Language Learners . Center for
Applied Special Technology, Wakefield, MA.
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Proctor, C.P. (March 22, 2001). Ethnolinguistic Diversity and Bilingualism: Issues for Classroom Teachers .
Waltham Public Schools, Waltham, MA.
Proctor, C.P. (September 18, 2001). Reading and Interpreting Results from the Bilingual Verbal Ability Test .
Waltham Public Schools, Waltham, MA.
Proctor, C.P. (February 21, 1996). Advanced Methods in English as a Second Language . Sioux City Public
Schools, Sioux City, IA.
Proctor, C.P. (October 7, 1995). Bilingual Methods and Immersion Education . Dearborn Public Schools,
Dearborn, MI.
PROFESSIONAL SERVICE & AFFILIATIONS
Executive Board Member: Massachusetts Association for Bilingual Education (2011- present)
Editorial Board Member, Elementary School Journal (2012 – 2015)
Editorial Board Member, Journal of Educational Psychology (2012 – 2015)
Editorial Board Member, Reading and Writing: An interdisciplinary journal (2013 – 2016)
Occasional reviewer for the following publications and organizations: Allyn & Bacon Publishing,
Reading Research Quarterly , American Journal of Speech Language Pathology , Language, Hearing, and Speech
Services in Schools , Spanish Journal of Psychology , Reading and Writing Quarterly , Applied Linguistics , Applied
Psycholinguistics
Member, American Education Research Association (2003 – present)
Member, Literacy Research Association (2010 – present)
Member, Society for Research in Educational Effectiveness (2011 – present)
UNIVERSITY SERVICE
Faculty Technology Consultant (2009 – present)
Institutional Review Board, elected member (2008 – 2011)
Participant, American Academy of Arts and Sciences, “Sustaining Philanthropic Investments in
Public Schools” (June 24, 2011)
McNair Fellowship Mentor (Summer 2009 – Spring 2010), Mentee: Karina Xart
Final Project: Effects of relative care, childcare, or pre-school on Spanish speaking kindergarten children’s emergent literacy & math skills
SCHOOL AND DEPARTMENTAL SERVICE
Doctoral Advisory Committee (2009 – present)
Teacher Education Accreditation Council committee member (2007 – 2009)
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Professional development, Step UP literacy initiative (2009 – present)
Adviser and professional developer, Teachers for a New Era and the Franklin Elementary
School, West Newton, MA (2008 – 2009)
Education Policy Committee, elected member (2007 – 2009)
DISSERTATION COMMITTEE SERVICE
Chair
Hassan El-Nabih (Chair), completed, 2010; Renée Greenfield (Chair), completed, 2011; Catherine
Michener (Chair), in progress
Reader
Muhammad Zayyad (Reader), completed, 2009; Sadek Firwana (Reader), completed, 2010; Kara
Mitchell (Reader), completed, 2010; Claudia Vargas (Reader), in progress; Frank DAniello (Reader), in progress; Kevin O’Connor (reader), in progress.
COMMUNITY SERVICE
School Council Member, Franklin Elementary School, West Newton, MA
Pro-bono literacy assessment services to children referred for special education
Planning committee, Newton Public Schools, middle school programming for students with
Autism spectrum disorders
ACADEMIC HONORS, AWARDS, AND SCHOLARSHIPS
Outstanding Reviewer for 2011, Educational Researcher . Awarded by the American Educational
Research Association, April 2012.
Dissertation Completion Fellowship, Harvard Graduate School of Education, awarded May 2002
Theodore and Phyllis Barbera Award for Outstanding Achievement in the Study of Latin American
Literature (1991)
LANGUAGES
Oral, reading, and written fluency in Spanish
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