Clinical Professor, Department of Instruction and Learning, University of Pittsburgh School of Education
Senior Scientist, Learning Research & Development Center
- The acquisition of vocabulary in school-age children, its relation to general verbal functioning, and instructional strategies for enhancing verbal functioning through vocabulary development.
- The effects of learner and text characteristics on learning in verbal domains.
- Instructional design and teacher professional development based on principles of cognitive theory and research.
McKeown, M.G., Crosson, A.C., Sandora, C., Artz, N. & Beck, I.B. (in press). Close Encounters of a Lexical Kind. The Reading Teacher.
Crosson, A.C., & McKeown, M. G. (2016) Middle school learners’ use of Latin roots to infer the meaning of unfamiliar words. Cognition and Instruction, 34(2), 1-24.
Rimbey, M., McKeown, M., Beck, I., & Sandora, C. (2016). Supporting teachers to implement contextualized and interactive practices in vocabulary instruction. Journal of Education, 196(2), 69-87.
McKeown, M. G., & Beck, I. L. (2015). Effective Classroom Talk IS Reading Comprehension Instruction. In L. B. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing Intelligence Through Talk and Dialogue. American Education Research Association (AERA).
Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2015). Improving Teaching at Scale: Design for the Scientific Measurement and Development of Discourse Practice. In L. Resnick & C. Asterhan (Eds), Socializing Intelligence through Academic Talk and Dialogue.
McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early Childhood Research Quarterly, 29(4), 520-530.
McKeown, M. G., Crosson, A. C., Artz, N. J., Sandora, C., & Beck, I. L. (2013). In the media: Expanding students' experience with academic vocabulary. The Reading Teacher, 67(1), 45-53.
Beck, I. L, McKeown, M. G, & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd Edition). New York: Guilford Press
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
McKeown, M. G., Beck, I. L., & Sandora, C. (2012). Direct and Rich Vocabulary Instruction Needs to Start Early. In E. J. Kame'enui & J. F. Baumann, (Eds.), Vocabulary instruction: Research to practice (2 ed.). (pp. 17-33). New York: Guilford Publications, Inc.
McKeown, M.G, Crosson, A.C., Beck, I.B. Sandora, C. & Artz, N. (2012). Development of an academic word vocabulary intervention to enhance word knowledge and comprehension for middle school students. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.
Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012b). Developing an Assessment to Measure Depth of Knowledge of Academic Vocabulary. Interactive Paper presented at the 19th Annual Meeting of the Society for the Scientific Studies of Reading.
Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012a). Development of an Innovative Assessment of Vocabulary Depth. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.
McKeown, M. G., Beck, I. L., & Apthorp, H. (2011, April). Examining depth of processing in vocabulary lessons. Poster talk presented at the American Educational Research Association Conference, New Orleans.
McKeown, M. G., Beck, I. L. (2011, April). Two approaches to vocabulary instruction for kindergarteners: Comparing effects on comprehension. Poster talk presented at the American Educational Research Association Conference, New Orleans.
McKeown, M. G., & Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O'Connor & P. F. Vadasy (Eds.), Handbook of reading interventions (pp. 138-168). New York: Guilford Press.
McKeown, M. G. (2011). Reflections on what's proven and where the promise lies. In J. Levin (Ed.), Instructional Strategies for Improving Students' Learning (pp. 53-63). Scottsdale, AZ: Information Age Publishing.
McKeown, M. G., & Kucan, L. (Eds.). (2010). Bringing reading research to life: Essays in honor of Isabel Beck. NY: Guilford Press.
McKeown, M. G. (2010, April). Robust vocabulary affects comprehension. Keynote Address, Maryland International Reading Association Annual Meeting, Hunt Valley, MD.
McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Reading comprehension: Focus on content or strategies? Perspectives (International Dyslexia Association), 35(2), 28-32.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking comprehension instruction: Comparing strategies and content instructional approaches. Reading Research Quarterly, 44(3), 218-253.
McKeown, M. G., & Beck, I. L. (2009). The role of metacognition in understanding and supporting reading comprehension. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education. The Educational Psychology Series (pp. 7-25). Mahwah, NJ: Lawrence Erlbaum Associates.
Beck I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. NY: Guilford Publications, Inc.
Beck, I., & McKeown, M. G. (2007). How teachers can support productive classroom talk: Move the thinking to the students. In R. Horowitz (Ed.), Talking texts: How speech and writing interact in school learning (pp. 207-220). Mahwah, NJ: Lawrence Erlbaum Associates.
Beck, I. L., & McKeown, M. G., (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R. K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary and reading (pp. 182-204). NY: Guilford Publications.
An IES grant has been awarded for the project Returning to Our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners (PI: Amy Crosson; Co-PI: Moddy McKeown, Isabel Beck)
An IES grant has been awarded for the project For Argument’s Sake: Applying Questioning the Author Techniques to Support Comprehension and Composition of Written Argument (PI: Amy Crosson; Co-PI’s: Moddy McKeown, Lindsay Matsumura, Rip Correnti)
LRDC Senior Scientist Moddy McKeown, along with Amy Crosson and colleagues from ETS (Paul Deane and Rene Lawless) and UC Santa Cruz (Judith Scott), was selected to receive an AERA Conference Award. The title is: A Collaborative Conference to Expand and Reimagine the Nature of Vocabulary Assessment. The conference will be held October 17 - 19, 2014, at ETS.
Moddy McKeown and NAEP vocabulary development featured
December 26, 2012
Pittsburgh Post Gazette
IRA selected Margaret McKeown and Isabel Beck's paper "Rethinking Comprehension Instruction: Comparing Strategies and Content Instructional Approaches," for their cross-journal virtual issue on comprehension. The editors chose articles based on interest and potential impact on both literacy scholarship and practice, their article was one of three chosen.
International Reading Association
Two Pitt Professors Named 2010 Fellows of the American Educational Research Association
March 22, 2010
American Educational Research Association (AERA)
American Educational Research Association (AERA)
Member, International Reading Association
Reading Hall of Fame
Pitt Innovator Award
University of Pittsburgh
National Academy of Education Spencer Fellowship
International Reading Association Outstanding Dissertation Award