Susan J. Chambrè, Ph.D.

Chambrè, S. J. (2023). “How Come There’s No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks. Reading Horizons: A Journal of Literacy and Language Arts, 62 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol62/iss1/4

Chambre, S.J. & Ness, M. (2023). Using Multimodal Virtual Instruction to Build Preservice Teachers'  Knowledge of Dyslexia. Excelsior: Leadership in Teaching and Learning.

Ness, M., Merga, M., Torres, R., & Chambre, S. (2022). Librarianship and literacy. International Literacy Association. https://literacyworldwide.org/docs/default-source/where-we-stand/the-essential-leadership-of-school-librarians.pdf 

Chambre, S. (2023) "Vocabulary and Print Exposure for Emergent Readers New Jersey English Journal: Vol. 12. 

Chambre, S., Biemiller, A., & McKeown, M. (2021). Vocabulary facilitation and instruction to support reading [White paper]. The Reading Forum.

Chambre, S.J., Ehri, L., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, (2020) 33,1133–1162. https://doi.org/10.1007/s11145-019-09997-w

Chambre, S.J. (2018). Review of Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers. The Language and Literacy Spectrum. http://digitalcommons.buffalostate.edu/lls/vol28/iss1/5 

Chambre, S. J. (2017). Harnessing technology to manage Writers’ Workshop for struggling students. The Reading Teacher. https://doi.org/10.1002/trtr.1531

Chambre, S.J., Ehri, L.C., & Ness, M. (2017). Effects of print referencing on student vocabulary learning. Reading and Writing. https://doi.org/10.1007/s11145-016-9715-z