Education

University of Georgia, 1974, PhD

Selected Publications


Tierney, R. J. (in press) Integrative Research Review
:  Mapping the Challenges and Changes to Literacy Research. In the proceedings of the sixty-third annual proceedings of the Literacy Research Association, pp. 20-35.  https://independent.academia.edu/RobTierney/Papers

Tierney, R. J (in press) Investigating Australia’s inequities; the plight, promises and possibilities for Aboriginal and Torres Strait Islanders in universities In R. Slee (Editor) Researching Pedagogy and Learning.  Sense Publishers of Rotterdam in The Victoria Institute book series – Innovations and Controversies: Interrogating Educational Change. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. (2012) Changing histories changing literacies: making the case for Nigeria. In O. Emejulu & I Isiugo-Abanihe. Cross-disciplinary perspectives in literacy and language studies. Vol. 1 International Deployment Committee for Africa, IRA and Africa-Link Books, Owerri Nigeria, pp1-10.

 

Hoffman, J. V.,  Rogers, T, Sailors, M. & Tierney, R.J. (2011)  Multilingual practices, critical literacies, and visual culture: a focus on African Contexts.  Reading Research Quarterly, 46 (4) 389-398.

 

 

Tierney, R. J. (2011) Multimedia digital engagements by readers and learners.

 Encyclopedia of Applied Linguistics, Thousand Oaks, California: Sage. Publishing.

 

Tierney, R. J.  (2009)  Shaping New Literacies research.  extrapolations from the Handbook of  Research on New Literacies. Reading Research Quarterly, 44, 3, pp. 322-339.

 

Tierney, R. J. (2009) Literacy education 2.0:  looking through the rear view mirror as we move ahead.  In J. Hoffman & Y. Goodman (Ed) A historical perspective on the future of reading research, public policy and classroom practices.  (Pp 282-300) New York: Routledge.

 

Tierney, R. J. (2009) Perspectives on assessment: reflections on and directions from Goodman.  P. L Anders (Ed.) Defying convention: Inventing the future in literacy research and practice.  New York: Taylor and Francis.

 

Tierney, R.J. (2009) Agency and artistry of meaning makers within and across digital spaces. In Susan Israel and G. Duffy (Eds.) Handbook of Research on Reading Comprehension, (pp. 261-288) Erlbaum Associates/Routledge. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R.J. (2008)  Reading and students with disabilities: searching for better guidance.  Special Issue:  Reading and Children with Disabilities. Journal of Balanced Reading Instruction, 15.2, 89-97 Fall, 2008 [Special Issue].

 

O’ Flahavan, John F. & Tierney, R. J. (2008).   Inquiry with and through literacies: rethinking our destination and journey. In Diane Lapp, James Flood, Nancy Farnan (Eds.), Content Area Reading and Learning (pp. 537-552). New York: Taylor & Francis Group.

 

Tierney, Robert J.  (2008) Learning with multiple literacies: observations of lives exploring meanings, identities, possibilities, and worlds. In James Flood, Shirley Brice Heath, and Dianne Lapp (Eds.). Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts Volume II (101 – 108). New York: Taylor & Francis Group.

 

Tierney, R. J. (2008) Literacy comprehension and composing: on line strategies. In A. Berger (Eds.), Secondary School Reading—What Research Reveals for Classroom Practice.  Urbana, IL:  NCTE/NCRE

 

Tierney, R. J. (2007). New literacy learning strategies for new times. In L. Rush, A J. Eakle, A. Berger (Eds.), Secondary School Reading—What Research Reveals for Classroom Practice. (Pp. 21-36)  Urbana, IL:  NCTE/NCRE,

 

Tierney, Robert J. and Collins, Alice.  (2006) "Teacher Education Accord: values and ideals of the teaching profession in Canada." Education Canada 46:4.

 

Tierney, R.J., Bond, E. & Bresler, J. (2006) Examining literate lives as students engage with multiple literacies: the thread, the needle and the fabric. In Theory into Practice Issue on Literacies of and for a Diverse Society: Curriculum, Instruction and Multiple Literacies. 45, 4, 359-367. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. (2006) Global/cultural teachers creating possibilities: reading worlds, reading selves and learning to teach.  Pedagogies, (inaugural issue of journal) published by Lawrence Erlbaum Associates. pp. 77-87.  https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. and Thome, C. (2006) Is DIBELS leading us down the wrong path? In Kenneth S. Goodman (Ed.). The Truth About DIBELS (pp. 50 – 59). Portsmouth, NH: Heinemann, 50-59.

 

Tierney, R. J. & Rogers, T. (2004). Process/content/design/critique: Generative and dynamic evaluation in a digital world.  The Reading Teacher, 58,2, International Reading Association. pp.218-221.

 

Tierney, R. J. (2001-2002) An ethical chasm:  Jurisprudence, jurisdiction and the literacy profession. Journal of Adolescent Literacy, 46: 4, 260-277.

 

Tierney, R. J. & Sheehy, M. (2002).  What longitudinal studies say about literacy development/what literacy development says about longitudinal studies.  In J. Flood, J. Jensen, D. Lapp, and J. R. Squire (Eds.), Handbook of research on teaching the language arts. Volume II. NY: Macmillan. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. & T. Rogers (2002) Reading comprehension instruction.  In B Guzzetti, (Eds.) Literacy in America: An encyclopedia of history, theory, and practice.  ABC-CLIO, Santa Barbara, CA.

 

Tierney, R. (2002) “Portfolios.”  In B Guzzetti, (Eds.) Literacy in America: An encyclopedia of history, theory, and practice, ABC-CLIO, Santa Barbara, CA.

 

Tierney, R. (2002) Reading writing relationships.  In B Guzzetti, (Eds.) Literacy in America: An encyclopedia of history, theory, and practice.  ABC-CLIO, Santa Barbara, CA.

 

Rogers, T. & Tierney, R. (2002) Intertextuality.    In B Guzzetti, (Eds.) Literacy in America: An encyclopedia of history, theory, and practice,  ABC-CLIO, Santa Barbara, CA.

 

Tierney, R. J. (2000) How will literacy be assessed in the new millennium?  Reading Research Quarterly. 35, 2, 244-245.

 

Tierney, R. J., Lawson, L. & Murray, E. (2000) Learner-centered assessments for pre-service classroom teachers.  In J. Many (Ed.) Handbooks of instructional practices for literacy teacher educators: examples and reflections from the teaching lives of literacy scholars.  Mahwah, NJ: Lawrence Erlbaum.

 

Tierney, R. J., Clark, C. (with L. Fenner, R.J. Herter, C. Staunton Simpson, & B. Wiser) (1998) Portfolios: assumptions, tensions, and possibilities. Reading Research Quarterly, 33: 4, 474-486.

 

Tierney, R. J. & Damarin, S (1998) Technology as enfranchisement, cultural transformation and learning practices. In D. Reinking ( Ed.), Handbook of literacy and technology:  transformations in a post typographic world. Hillsdale, N.J.: Lawrence Erlbaum. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. (1998) Testing for the greater good: social injustice and the conspiracy of the proficiency standards. The Council Chronicle, 8:2, 16-20.

 

Tierney, R. J. (1998).  Literacy assessment reform: shifting beliefs, principled possibilities and emerging practices.  The Reading Teacher, 51, 5, 374-391.  Also published in S. J. Barrentine & S. M. Stokes (2005).   Reading Assessment:  principles and practices for elementary teachers.  Second edition.  International Reading Association, 23-40.  https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. Kieffer, R., Whalin, K., Desai, L., Moss, A.G., Harris, J.E. and Hopper, J. (1997) Assessing the Impact of Hypertext on Learners' Architecture of Literacy Learning Spaces in Different Disciplines: Follow-up Studies. Reading on-line, Electronic journal of the International Reading Association. http://www.readingonline.org/past/past_index.asp?HREF=/research/impact/index.html

 

Tierney, R. J. (1997) Learning with multiple symbol systems: possibilities, realities, paradigm shifts and developmental considerations.  In J. Flood, S. B. Heath, D. Lapp (Eds.), A handbook for literacy educators: research in teaching the communicative and visual arts.  New York: Macmillan.

 

Wile, J. & Tierney, R. J. (1996) Tensions in assessment: the battle over portfolios, curriculum and control.  In R. Calfee & P. Perfumo (Eds.), Writing portfolios in the classrooms:  policy and practice, process and peril.  Hillsdale, N.J.: Lawrence Erlbaum.

 

Tierney, R. J. (1996) Redefining computer appropriation: a five year longitudinal study of ACOT students.  In C. Fisher (Ed.) Education and technology:  reflections on a decade of experience in classrooms.  Jossey –Bass.  https://independent.academia.edu/RobTierney/Papers

 

O'Flahavan, J.  & Tierney, R. J. (1996) Developing inquiry oriented literacy in secondary classrooms. In  D. Lapp, J. Flood, and N. Farnan (Eds.), Content area reading and learning:  Instructional strategies. (Second edition).  Norwood, NJ: Prentice Hall

 

Wile, J. & Tierney, R. J. (1995) Emerging images: alternative views of portfolio assessment. Reading instruction journal. July, pp. 33-38. 

 

Stowell, L. P., Tierney, R. J. (1994).  Portfolios in the classroom:  What happens when teachers and students negotiate assessment?  In Allington, R. & Walmsley, S. (Eds.), No quick fix:  Rethinking literacy lessons in America's elementary schools.  New York, NY:  Teachers College Press.

 

Tierney, R. J. (1994) Dissension, tensions and models of literacy. In R. Ruddell, M. Ruddell & H. Singer (Ed.) Theoretical models and processes of reading, (Fourth edition), Newark: International Reading Association. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. & McGinley, W. (1993).  Serious flaws in written literary assessment.  In Carrasquillo, M. & Hedley C. (Eds.), Whole language and the bilingual learner.  Norwood, NJ:  Ablex Publishing Corporation, pp. 107-115.

 

Tierney, R. J. (1993) Pursuing assessment, pursuing history:  trying to make them the same.  History Matters, National Council for History Education, 5,8.

 

Tierney, R. J. (1992).  Setting a new agenda for assessment.  Learning.  September.  pp. 62-64.

 

Tierney, R. J. (1992).  The eye of the bumble bee:  A multifaceted view of literacy or on matters of subjectivity, knowledge claims, the art of method and ethics in literacy research.  In C. Kinzer & D. Leu (Eds. ) Literacy research, theory and practice: views from many perspectives. National Reading Conference Yearbook, Chicago: Illinois

 

Tierney, R. J. (1992) Shortchanging technology. Electronic Learning, Literacy supplement, 11, 8. New York: Scholastic.

 

Fallon, M. & Tierney, R. J. (1992) The impact of technology on integrating new skills. Education Review, Apple Computer Inc., Issue 1.

 

Tierney, R. J. (1992).  Ongoing research and new directions.  In J. W. Irwin & M. A. Doyle (Eds.), Reading/writing connections:  Learning from research.  Newark, DE:  International Reading Association.

 

Tierney, R. J., Stowell, L., Desai, L. E., & Kieffer, R. D. (1992).  Tomorrow today in literature.  In G. Newell & R. Durst (Eds.), Issues and innovation in the teaching of literature.  Norwood, MA:  Christopher Gordon.

 

Tierney, R. J. (1992).  Studies of reading and writing growth:  Longitudinal research on literacy acquisition.  In J. Flood, J. Jensen, D. Lapp, and J. R. Squire (Eds.),  Handbook of research on teaching the language arts.  NY: Macmillan.

 

Tierney, R. J. and Pearson, P. D. (1992).  A revisionist perspective on "Learning to learn from text."  In E. K. Dishner, J. E. Readence, T. Bean (Eds.).  Reading in the content areas.  Third Edition.  New York:  Kendall Hunt.  Reprinted in R. Ruddell, M. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading, (Fourth edition, 1994 ), Newark: International Reading Association.

 

Tierney, R. J. (1991).  Using writing to enhance thinking:  A case for and against?  Journal of Educational Studies.

 

Tierney, R. J. and Shanahan, T. (1991).  Research on the reading-writing relationship:  Interactions, transactions, and outcomes.  In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.).  Handbook of reading research, Volume II.  New York:  Longman.  pp. 246-280.  https://independent.academia.edu/RobTierney/Papers

 

Shanahan, T. and Tierney, R. J. (1991).  Reading-writing connections:  The relations among three perspectives.  In J. Zutell and S. McCormick (Eds.) Literacy theory and research:  Analyses from multiple paradigms.  Chicago:  National Reading Conference, pp. 13-34.

 

Tierney, R. J. (1990).  Redefining reading comprehension.  Educational Leadership, March. pp. 37-42. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. (1990).  Verbocentrism, dualism and oversimplification:  The need for new vistas for reading comprehension research and practice.  In R. Beach and S. Hynds (Eds.), Developing discourse practices in adolescence and adulthood.  Norwood, NJ: Ablex.  pp. 246-260.

 

Tierney, R. J. and O'Flahavan, J. (1990).  Literacy learning and student decision making:  Establishing classrooms in which reading and writing work together.  In D. Lapp, J. Flood, and N. Farnan (Eds.) Content area reading and learning:  Instructional strategies.  Prentice, NJ: Prentice Hall.  pp. 297-303. 

 

Tierney, R. J. and Gee, M. (1990).  Reading comprehension:  Readers, authors, and the world of the text.  In D. Bogdan and S. Straw (Eds.).  Beyond communication:  Reading communication:  Readers, authors, and the world of the text.  Portsmouth, NH:  Boynton/Cook:  Heinemann. 

 

Tierney, R. J. (1990).  Learning to connect reading and writing:  Critical thinking through transactions with one's own subjectivity.  In T. Shanahan (Ed.),  Reading and writing together:  New perspectives for the classroom.  Norwood, MA: Christopher-Gordon Publishers, Inc.  pp. 131-143.

 

O'Flahavan, J. F. and Tierney, R. J. (1990).  Reading, writing, and critical thinking.  In L. Idol and B. F. Jones (Eds.), Educational values and cognitive instruction:  Implications for reform.  Hillsdale, NJ:  Erlbaum.  pp. 41-64.

 

Galindo, R., Tierney, R. J., and Stowell, L. (1989).  Multimedia and multilayers in multiple texts.  In J. Zutell and S. McCormick (Eds.) Cognitive and social perspectives for literacy research and instruction.  Proceedings of the National Reading Conference.

 

McGinley, W. and Tierney, R. J. (1989).  Traversing the topical landscape:  Reading and writing as ways of knowing.  Written Communication. 6, 3, pp. 243-269. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J., Soter, A., O'Flahavan, & McGinley, W.  (1989).  Effects of reading and writing on thinking critically.  Reading Research Quarterly, 24, 2.  pp. 134-173. 

 

Tierney, R. J. (1989).  Reading and writing working together.  In A. H. Dyson (Ed.), Writing and Reading Collaboration in the Classroom.  NCTE/IRA.

 

Tierney, R. J. & Gee, M. (1988).  Are teacher education programs failing in the preparation of teachers for reading-writing classrooms?  The Journal, 2, 2, pp. 41-45. 

 

Kamil, M. & Tierney, R. J. (1988).  Is state testing the answer?  Illinois Schools Journal, 68, pp. 9-19.

 

Tierney, R. J. & Rogers, T. (1988).  Exploring the cognitive consequences of variations in the social fabric of classroom literacy events.  In D. Bloome (Ed.), Learning to use literacy in educational settings:  Literacy as a social and cognitive process.  Norwood, NJ:  Ablex, pp. 250-265. 

 

Tierney, R. J., Tucker, D. L., Gallagher, M., Pearson, P. D., & Crismore, A. (1988).  The Metcalf Project:  A teacher-researcher collaboration in developing reading and writing instructional problem-solving.  In J. Samuels & P. D. Pearson (Eds.), Innovation and Change in Reading Classrooms.  Newark, DE:  International Reading Association, pp. 207-226. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J. (1987).  Voices, images, experiences and perspectives:  Transactions between readers, writers and the world of the text.  In Language and Learning.  Proceedings of the Australian Reading Association.  Gosford, NSW:  Ashton-Scholastic, pp. 101-113. 

 

Tierney, R. J. & McGinley, W. (1987).  Exploring reading and writing as ways of knowing.  In Language and Learning.  Proceedings of the Australian Reading Association.  Gosford, NSW:  Ashton-Scholastic, pp. 19-31.

 

Tierney, R. J. (1987).  Texts with different structures and different content:  Implications for teaching comprehension and composition—a commentary.  In J. Squire (Ed.) The dynamics of language Learning.  Urbana, IL:  NCRE/ERIC, pp. 113-115.

 

Tierney, R. J., LaZansky, J., Raphael, T., & Cohen, P. (1987).  Authors' intentions and readers' interpretation.  In R. J. Tierney, P. L. Anders, & J. Mitchell (Eds.), Understanding readers' understanding.  Hillsdale, NJ:  Erlbaum, pp. 205-226. 

 

Tierney, R. J. (1986).  The social creation of knowledge in the classroom:  What reader response theory suggests about language curriculum (a response).  Forum in Reading and Language Education, October, pp. 49-52.

 

Tierney, R. J. & Leys, M. (1986).  What is the value of connecting reading and writing?  In B. Peterson (Ed.), Convergences:  Essays on Reading, Writing, and Literacy.  Urbana, IL:  National Council for Teachers of English, pp. 15-29. 

 

Tierney, R. J. & Pearson, P. D. (1986).  Schema Theory and Implications for Teaching (Reading Education Report).  Urbana, IL:  University of Illinois, Center for the Study of Reading.  Also in Texas State Reading Newsletter. 

 

Tierney, R. J., Leys, M., & Rogers, T. (1986).  Comprehension, composition and collaboration:  Analyses of communicative influences in two classrooms.  In T. Raphael (Ed.), The Contexts of School-based Literacy.  New York:  Random House, pp. 191-216. 

 

Tierney, R. J. & Rogers, T. (1986).  Functional literacy and learning in school settings.  Theory Into Practice, 25, 2, pp. 124-127.

 

Bos, C. & Tierney, R. J. (1985).  Inferential abilities of mildly retarded and nonretarded students during reading.  American Journal of Mental Deficiency, 89, 1, pp. 75-82. 

 

Tierney, R. J. (1985).  Reading-writing relationships:  A glimpse at some facets.  Reading/Lectura, Fall issue, pp. 109-116.

 

Tierney, R. J. & Pearson, P. D. (1985).  New priorities for teaching reading.  Learning, April/May, pp. 14-18.

 

Mosenthal, J. & Tierney, R. J. (1984).  Misnotions of text:  The cohesion concept and its ramifications.  Reading Research Quarterly, 19, 2, pp. 240-243. 

 

Tierney, R. J. & Mosenthal, J. (1983).  The cohesion concept's relationship to coherence of text.  Research in the Teaching of English, 17, 3, pp. 215-229. 

 

Tierney, R. J. (1985).  Functionality of written literacy experiences.  In M. Sampson (Ed.), The Pursuit of Literacy.  Dubuque, IA:  Kendall Hunt, pp. 108-115. 

 

Pearson, P. D. & Tierney, R. J. (1984).  In search of a model of instructional research in reading.  In S. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and Motivation in the Classroom.  Hillsdale, NJ:  Erlbaum, pp. 39-60.

 

Pearson, P. D. & Tierney, R. J. (1984).  On becoming a thoughtful reader:  Learning to read like a writer.  In A. Purves & O. Niles (Eds.), Reading in the Secondary School.  Chicago:  National Society for the Study of Education, pp. 144-193. 

 

Schallert, D., Ulerick, S., & Tierney, R. J. (1984).  Relational mapping as a discourse analysis method.  In C.D. Holley & D. Dansereau (Eds.), Spatial Learning Strategies:  Techniques, Applications and Related Issues.  New York:  Academic Press, pp. 255-275. 

 

Tierney, R. J. (1984).  A synthesis of research on the use of instructional texts:  Some implications for the educational publishing industry.  In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to Read in American Schools:  Basal Readers and Content Texts.  Hillsdale, NJ:  Erlbaum, pp. 287-296. 

 

Tierney, R. J. & Cunningham, J. W. (1984).  Teaching reading comprehension.  In P. D. Pearson (Ed.), Handbook of Research in Reading.  New York:  Longman, pp. 609-656. https://independent.academia.edu/RobTierney/Papers

 

Tierney, R. J., Mosenthal, J., & Kantor, R. (1984).  Some classroom applications of text analysis:  Toward improving text selection and use.  In J. Flood (Ed.), Promoting Reading Comprehension.  Newark, DE:  International Reading Association, pp. 139-160. 

 

Tierney, R. J. & Pearson, P. D. (1983).  Toward a composing model of reading.  Language Arts, 60, 5, May, 568-580.  Also in J. Jensen (Ed.), Composing and Comprehending, NCTE, ERIC, NCRE, 1984.  Also in C. Hedley & A. Barratta (Eds.), Contexts of Reading.  New York:  Ablex, 1984.  Also in E. Dishner, J. E. Readence, & T. W. Bean (Eds.), Reading in the Content Areas.  Dubuque, IA:  Kendall Hunt, 1985.  Also in Kingten, E., Kroll, B. & Rose, M. (Eds.) Perspectives on Literacy.  Carbondale, IL: Southern Illinois University Press, (1988)  https://independent.academia.edu/RobTierney/Papers

 

Hayes, D. & Tierney, R. J. (1982).  Developing readers' knowledge through analogy.  Reading Research Quarterly, 17, pp. 256-280.

 

Tierney, R. J. (1982).  Learning from text.  In A. Berger & H. A. Robinson (Eds.), Secondary School Reading—What Research Reveals for Classroom Practice.  Urbana, IL:  NCTE/NCRE, pp. 97-110. 

 

Tierney, R. J. (1982).  Reader-writer transactions.  In P. Stock (Ed.), Forum Essays on Theory and Practice in the Teaching of Writing.  New York, NY:  Academic Press, pp. 146-151.

 

Tierney, R. J. (1982).  Essential considerations for developing basic reading comprehension skills.  School Psychology Review, 1982, 11 (3), pp. 299-305.

 

Tierney, R. J. (1982).  The nature of reader and writer transactions:  Defining the dimensions of negotiation.  Fforum, English Composition Board, University of Michigan, 111, 2, pp. 78-79. 

 

Tierney, R. J. & Mosenthal, J. (1982).  Discourse comprehension and production:  Analyzing text structure and cohesion.  In J. Langer & M. Smith-Burke (Eds.), Reader Meets Author:  A Psycholinguistic and Sociolinguistic Perspective.  Newark, DE:  International Reading Association, pp. 55-104. 

 

Tierney, R. J. & Pearson, P. D. (1981).  What to look for in basal readers?  The School Administrator, 38, 15.

 

Raphael, T. E. & Tierney, R. J. (1981).  The influence of topic familiarity and the author-reader relationship on detection of inconsistent information.  In M. Kamil (Ed.) Directions in Reading:  Research and Instruction, Washington, DC:  National Reading Conference, pp. 40-50.

 

Tierney, R. J., & Pearson, P. D. (1981).  Learning to learn from text:  A framework for improving classroom practices.  In E. Dishner, J. Readence, & T. Bean (Eds.), Reading in the Content Area:  Improving Classroom Instruction.  New York:  Kendall Hunt.  Also in L. Reed (Ed.), Basic Skills Issues and Choices, CEMREL and NIE, 1982.  Also translated into Danish and appeared in Loesning.  Also in H. Singer & R. Ruddell (Eds.) (1985).  Theoretical Models and Processing of Reading.  Newark, DE:  International Reading Association.

 

Tierney, R. J., & LaZansky, J. (1980).  The rights and responsibilities of readers and writers:  A contractual agreement.  Language Arts, 57, pp. 606-613.  (Center for the Study of Reading, Reading Education Report No. 15, January 1980). 

 

Tierney, R. J., & Mosenthal, J. (1980).  A critical look at macro-analyses of text.  In M. L. Kamil and A. J. Moe (Eds.), Perspectives on Reading Research and Instruction.  Washington, DC:  National Reading Conference, pp. 126-130. 

 

Cunningham, J., & Tierney, R. J. (1979).  Evaluating cloze as a measure of cognitive change due to reading.  Journal of Reading Behavior, 11, pp. 287-292. 

 

Tierney, R. J., & Bridge, C.A. (1979).  Functions of inferences:  An extended examination of discourse comprehension.  In M. Kamil & A. Moe (Eds.), Reading Research:  Studies and Application.  National Reading Conference Proceedings Yearbook.  Clemson, S.C.:  National Reading Conference, pp. 126-130. 

 

Tierney, R. J., & Bridge, C.A. (1979).  Inference and reading comprehension:  Theory, research and practice.  In G. Page, J. Elkins, B. O'Connors (Eds.), Communication Through Reading.  Adelaide, NSW:  Australian Reading Association, pp. 113-127.

 

Tierney, R. J., Bridge, C.A., & Cera, M. J. (1978-79).  Discourse processing operations of children.  Reading Research Quarterly, 4, pp. 539-573. 

 

Tierney, R. J., & Spiro, R. J. (1979).  Some basic notions about reading comprehension:  Implications for teachers.  In J. Harste & R. Carey (Eds.), New Perspectives in Comprehension.  Language and reading studies monograph.  Bloomington:  Indiana University, pp. 132-137.

 

Tierney, R. J., Vaughan, J. L., & Bridge, C.A. (1979).  Toward understanding reading comprehension:  An examination of systems for analyzing inferences.  In J. Harste & R. Carey (Eds.), New Perspectives in Comprehension.  Language and reading studies monograph, pp. 23-37.  Bloomington:  Indiana University. 

 

Bridge, C.A., Tierney, R. J., & Cera, M. J. (1978).  Inferential operations of children involved in discourse processing.  In P. D. Pearson (Ed.), Reading:  Disciplined Inquiry in Process and Practice.  National Reading Conference Proceedings Yearbook, Clemson, SC:  National Reading Conference, pp. 68-72. 

 

Peterson, J., Greenlaw, J. J., & Tierney, R. J. (1978).  Assessing instructional placement with the I.R.I.:  The effectiveness of comprehension questions.  Journal of Educational Research, 5, pp. 244-250. 

 

Teasdale, R., Tierney, R. J., Ames, W., & Wray, R. (1978).  A cross-cultural comparison of item analysis data on the Revised ITPA.  Australian Psychologist, 3, pp. 391-399. 

 

Tierney, R.J. (1978).  Minimal competency testing:  Con.  Journal of Reading, 22, pp. 10-12. 

 

Tierney, R. J. (1978).  Motivating the superior reader.  Journal of Research and Development in Education, 11, pp. 75-79. 

 

Tierney, R. J., & Ames, W. S. (1978).  An examination of the diagnostic claims of the Revised Illinois Test of Psycholinguistic Abilities.  The Journal of Learning Disabilities, 11, pp. 586-589. 

 

Lapp, D., & Tierney, R. J. (1977).  Reading scores of American nine year olds:  NAEP's tests.  The Reading Teacher, 7, 756-760. 

 

Vaughan, J. L., Tierney, R. J., & Alpert, M. (1977).  A psycholinguistic analysis of reading comprehension on cloze passages.  In P. D. Pearson (Ed.), Reading Theory, Research, and Practice.  Clemson, SC:  National Reading Conference, pp. 200-203. 

 

Tierney, R. J., Ames, W. S., & Teasdale, R. (1976).  The differential diagnostic properties of the Revised ITPA and WISC-R.  Published in ERIC-TM ed. 126 113.

 

Tierney, R. J., & Vaughan, J. L. (1976).  Conceptual difficulty of reading material:  Conceptual constructs for prediction.  In W. Miller & G. McNinch (Eds.), Reflections on Investigations in Reading.  Clemson, SC:  National Reading Conference, pp. 204-208. 

 

Tierney, R. J. (1976).  A comparison of Australian and American reading teachers.  In J. E. Merritt (Ed.), New Horizons in Reading.  Newark, DE:  International Reading Association, pp. 537-549.

Paradis, E., Tierney, R. J., & Peterson, J. (1975).  A systematic examination of the reliability of the cloze procedure.  In G. McNinch & W. D. Miller (Eds.), Reading Convention and Inquiry.  Clemson, SC:  National Reading Conference, pp. 273-278. 

Projects

  • Literacy Learning: Longitudinal Studies of Literacy Acquisition
  • Multiple Literacies
  • Teacher Professionalism 
  • Assessment: The Politics and Role of Assessment in Teaching, Learning, Society