Nicole Martin

Nicole M. Martin is a doctoral candidate at Michigan State University, in the Curriculum, Instruction, and Teacher Education Program. Her research interests include the development of reading comprehension and informational literacy skills in the elementary grades, the experiences of young children in urban schools, and the growth of teachers’ literacy instructional knowledge and practices. She is the co-author of several journal articles and book chapters.  Martin regularly collaborates on research projects, teaches undergraduate and masters’ literacy instruction courses, presents at conferences and workshops, consults for schools, and mentors in-service teachers.  She is also the recipient of several awards, including Teacher of the Year and Who’s Who Among America’s Teachers.  Before entering the doctoral program, Martin taught for several years in urban schools, at the second and fourth grade levels.

• Duke, N. K., & Martin, N. M. (in press). 10 things every literacy educator should know about research. The Reading Teacher.
• Duke, N.K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (under contract). Reasons to read, reasons to write: Doing genre with purpose in K – 8. Portsmouth, NH: Heinemann.
• Martin, N. M. & Duke, N. K. (2010). Interventions to enhance informational text comprehension. In R. Allington & A. McGill-Franzen (Eds.), Handbook of reading disability research (pp. 345-361). New York: Routledge.
• Englert, C. S., Mariage, T. V., Okolo, C. M., Shankland, R. K., Moxley, K. D., Courtad, C. A., Jocks-Meier, B. S., O’Brien, J. C., Martin, N. M., & Chen, H. Y. (2008). The learning-to-learn strategies of adolescent students with disabilities: Highlighting, notetaking, planning, and writing expository texts. Assessment for Effective Intervention, 1534508408318804.
• Duke, N. K., & Martin, N. M. (2008). Comprehension instruction in action: The elementary classroom. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research-based best practices (pp. 241-258). New York: Guilford.