Robin Griffith, Ph.D.

Robin Griffith is a Professor of Reading and English/Language Arts. Her research focuses primarily on the teacher and the seemingly critical role the teacher plays in helping students become successful readers and writers. One line of inquiry examines the development of preservice teachers’ understandings about literacy and various aspects of teacher preparation programs that can support the development of the qualities of excellent teachers of reading as identified by the International Reading Association. A second line of inquiry concentrates on teacher decision making in literacy instruction and the thoughtful adaptations teachers make in daily instruction. Prior to teaching at the university, Dr. Griffith taught in the public schools in Texas and trained literacy coaches in numerous states.

Dr. Griffith currently serves as the co-editor of the International Literacy Association’s journal, The Reading Teacher.

Education

Ph.D., Curriculum & Instruction
Texas Tech University
2006

M.Ed., Language and Literacy Education
Texas Tech University
1998

B.S., Human Development and Family Studies with concentration in Early Childhood Education
Texas Tech University
1994

Academic Areas

• Literacy
• Reading
• English/Language Arts

Research Areas

• Teacher Decision Making
• Thoughtfully Adaptive Teaching
• Early Literacy
• Professional Development of Pre-service and In-service Teachers

Professional Achievements

• Literacy Collaborative Trainer
• Reading Recovery Advocate

Selected Publications

Lacina, J. & Griffith, R. (Eds.). (2020). Preparing Globally Minded Teachers. New York, NY: Routledge Publishers.

Davis, A., Griffith, R., & Bauml, M. (2019). How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading. Journal of Early Childhood Teacher Education, 40(2), 138-158.

Griffith, R. & Lacina, J. (2017). A framework to guide in-the-moment teaching decisions in guided reading.The Reading Teacher, [Professional to Professional Department], 71 (4), 501-507.

Philips, S. & Griffith, R. (2017). The role of classroom discourse and teacher decision-making on student agency during writing. Literacy Practice and Research, 42 (2), 27-33.

Griffith, R. (2017). Preservice teachers’ in-the-moment teaching decisions in reading. Literacy. 51(1), 3-10.

Anderson, S., Griffith, R., & Crawford. L. (2017). TPACK in special education: Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education , 17(1), 97-127.

Griffith, R., Bauml, M., & Quebec-Fuentes, S. (2016). Promoting metacognitive decision-making in teacher education.Theory Into Practice. 55( 3), 242-249. Themed issue: Adaptive teaching: Theoretical implications for practice.

Faggella-Luby, M., Griffith, R., Silva, C., & Weinburgh, M. (2016). Assessing ELLs reading comprehension and science understanding using retellings. Electronic Journal of Science Education, 20 (3), 150-166.

Griffith, R., Bauml, M., & Barksdale, B. (2015). In-the-moment teaching decisions in primary grade reading: The role of context and teacher knowledge. Journal of Research in Childhood Education, 29, 444-457.