Curriculum and instruction; reading, writing, vocabulary development; teachers' professional development.

Awards -- 2006

John Chorlton Manning Public School Service Award, International Reading Association

Grants --

2009-2012 Principal Investigator, Measuring vocabulary knowledge with testlets: A new tool for assessment. United States Department of Education: Institute of Education Sciences National Center for Educational Research. Reading and Writing Education Research Grant --Goal 5: Measurement and Assessment.

2008- Co-Principal Investigator, Central California Writing Project. California Subject Matter Project. University of California, Office of the President.

2008-2011 Principal Investigator, Explicit Scaffolding for Word Learning in Context through Multimedia Multilingual Word Annotation. The tecWAVE project (TEaching with Computers: Word Annotations for Vocabulary Education). United States Department of Education: Institute of Education Sciences National Center for Educational Research. Educational Technology Research Grant.

2006-2009 Principal Investigator, Vocabulary Development Through Writing: A Key to Academic Success. The VINE project (Vocabulary Innovations in Education). United States Department of Education: Institute of Education Sciences National Center for Educational Research. Reading and Writing Education Research Grant.

Scott, J., Flinspach, S., Miller, T., Gage-Serio, O. & Vevea, J. (2009). An analysis of reclassified English learners, English learners and native English fourth graders on assessments of receptive and productive vocabulary. In Y. Kim, V. Risko, D. Compton, D. Dickinson, M.Hundley, R. Jimenez, K. Leander, D. Rowe (Eds.) 58th Annual Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

Scott, J., Nagy, B. & Flinspach, S. (2008). More than merely words: Redefining vocabulary learning in a culturally and linguistically diverse society. In A. Farstrup & J. Samuels (Eds.). What Research Has to Say About Vocabulary Instruction. (pp.182-210) Newark, Delaware: International Reading Association.

Scott, J., Hoover, M., Flinspach, S. & Vevea, J. (2008). A multiple-level vocabulary assessment tool: Measuring word knowledge based on grade-level materials. In Y. Kim, V. Risko, D. Compton, D. Dickinson, M.Hundley, R. Jimenez, K. Leander, D. Rowe (Eds.) 57th Annual Yearbook of the National Reading Conference. (pp. 325-340). Oak Creek, WI: National Reading Conference.

Scott, J., Skobel, B. & Wells, J. (2008). The Word Conscious Classroom: Building the Vocabulary Readers and Writers Need. NY: Scholastic- Theory into Practice series.

Lubliner, S. & Scott, J. (2008). Nourishing Vocabulary. Thousand Oaks, CA: Corwin.

Scott, J., Lubliner, S. & Hiebert, E.H. (2006). Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction. In C M. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.) National Reading Conference Yearbook. Oak Creek, WI: National Reading Conference

Scott, J.A. (2005). Creating opportunities to acquire new word meanings from text. In E. H. Hiebert and M. Kamil (Eds.). Teaching and learning vocabulary: Bringing research to practice. (pp. 69-91). Mahwah, NJ: Erlbuam.

Scott, J.A. (2004). Scaffolding vocabulary learning: Ideas for equity in urban settings. In D. Lapp, C. Block, E. Cooper, J. Flood, N. Roser, and J.Tinajero (Eds.) Teaching all the children: Strategies for developing literacy in an urban setting. (p. 275-293) NY: Guilford

Scott, J. & Nagy, W.E. (2004). Developing word consciousness. In J. Baumann and E. Kame'enui (Eds.) Vocabulary Instruction: Research to Practice, (p. 201-217) NY: Guilford

Scott, J., Jamieson-Noel, D. & Asselin, M. (2003). Vocabulary instruction throughout the day in 23 Canadian Upper-Elementary Classrooms. Elementary School Journal, 103(3), 269-286.

Nagy, W. E. & Scott J. A. (2000). Vocabulary Processes. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr, (Eds.), Handbook of Reading Research, Volume III.(pp. 269-284). Muhwah, N.J.: Lawrence Erlbaum Associates.

Henry, S., Scott, J, Wells, J., Skobel, B., Jones, A., Cross, S., Blackstone,T. (1999). Linking university and teacher communities: A "think tank" model of professional development. Teacher Education and Special Education, 22(4). 251-267.

Scott, J.A. & Wells, J. (1998). Readers take responsibility: Literature circles and the growth of critical thinking. In K. Beers & B. Samuels (Eds.), Into focus: Understanding and supporting middle school readers. Norwood, MA: Christopher-Gordon.

Scott, J.A. & Nagy, W. (1997). Understanding the definitions of unfamiliar verbs. Reading Research Quarterly. 32(2), 184-200.

Scott, J. & Burke, H. (1995). Collaborative teacher education: A merging of agendas. In M. Wideen & P. Grimmett (Eds.) Changing times in teacher education: Restructuring or reconceptualization (pp. 189-201). London: Falmer Press.

Scott, J., & Ehri, L. (1990). Sight word reading in prereaders: Use of logographic vs. alphabetic access routes. Journal of Reading Behavior, 22(2), 149-166.

Nagy, W., & Scott, J. (1990). Word schemas: What do people know about words they don't know. Cognition & Instruction, 7(2), 105-127.

Nagy, W., Anderson, R.C., Schommer, M., Scott, J., & Stallman, A. (1989). Morphological families in the internal lexicon. Reading Research Quarterly, 24(3), 262-282.

Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading.