Lindsey Moses

Associate Professor
Faculty
TEMPE Campus
Mailcode
5411
Associate Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Lindsey Moses is an associate professor of literacy in the division of teacher preparation in the Mary Lou Fulton Teachers College at Arizona State University. She has taught undergraduate and graduate courses in Early Childhood Education, Elementary Education, Culturally and Linguistically Diverse Education, and Literacy. She is a former elementary teacher of English learners and is passionate about supporting literacy instruction in diverse classrooms.

Professor Moses has authored multiple articles and is the author of "Supporting English Learners in the Reading Workshop" (2015), and co-author of the books "What are the REST of my Kids Doing: Facilitating Independence in the K-2 Reading Workshop" (2017) and "Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels" (2009, co-author Michael Opitz). Lindsey is also a professional development consultant and speaks nationally about supporting English learners, differentiating instruction, and implementing the reading workshop in elementary classrooms. 

Education

  • Ed.D. Educational Studies (Literacy and Culturally and Linguistically Diverse Education), University of Northern Colorado 
  • M.A. Interdisciplinary Studies (ESL, Multicultural, Bilingual Education), University of Northern Colorado 
  • B.S. Elementary Education, Montana State University

Google Scholar

Research Interests

Lindsey's research interests involve using qualitative methods and sociocultural perspectives to explore how young learners construct meaning in various instructional settings.

Lindsey Moses is currently working on data analysis of two yearlong, formative studies examining reading instruction in first grade. Lindsey is conducting a qualitative comparative analysis of the two first-grade classrooms. The reading interventions included a focus on comprehension strategies, literature discussion groups, literal vs. interpretive responses, and developing a love of reading. The first study takes place in a diverse, first-grade setting where Lindsey examines the influences of first and second language in additional to the instructional methodology. The second study takes place in a classroom with all monolingual students. 

As an early literacy researcher, Linsey is particularly interested in ways young children make sense with text. She is working with a team to examine the ways 8 first graders (4 bilingual, 4 monolingual- wide range of reading proficiency levels) utilized design features in multimodal texts to assist in meaning construction. 

Guiding research questions:

  • What impact does an instructional intervention have on developing a positive view of reading in first grade?
  • What semiotic resources do first graders utilize when making meaning with contemporary picturebooks? 

 

 

Publications

  • Moses, L., & *Kelly, L.B. (2017). The development of positive literate identities among bilingual and monolingual first graders. Journal of Literacy Research, 49(3), 393-423. doi: 10.1177/1086296X17713291

 

  • Moses, L., & *Kelly, L.B. (2016). ‘We’re a little loud. That’s because we like to read!’:  Developing positive views of reading in a diverse, urban first grade. Journal of  Early Childhood Literacy. Advance online publication. doi:  10.1177/1468798416662513 

  • Moses, L. (2015). Supporting English learners in the reading workshop. Portsmouth, NH:  Heinemann.

Courses

Fall 2021
Course Number Course Title
RDG 530 Lit Mthd, Asst, Reflctn PreK-5
RDG 540 Lit Mthd, Asst, Reflctn 6-Adlt
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Spring 2021
Course Number Course Title
RDG 505 Lang and Lit Across Lifespan
TEL 707 Reading the Research
DCI 792 Research
DCI 799 Dissertation
Fall 2020
Course Number Course Title
RDG 505 Lang and Lit Across Lifespan
RDG 532 Language and Literacy II
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Spring 2020
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
Fall 2019
Course Number Course Title
ECS 413 Literacy Curriculum/Instrct/As
RDG 532 Language and Literacy II
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Spring 2019
Course Number Course Title
RDG 531 Language and Literacy I
RDG 550 Practicum Exper-Elem/Sec Read
DCI 792 Research
DCI 799 Dissertation
Fall 2018
Course Number Course Title
RDG 291 Children's Literature
ECS 413 Literacy Curriculum/Instrct/As
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Spring 2018
Course Number Course Title
RDG 512 Theory Founds-Lang/Literacy
RDG 550 Practicum Exper-Elem/Sec Read
DCI 792 Research
DCI 799 Dissertation
Fall 2017
Course Number Course Title
ECS 413 Literacy Curriculum/Instrct/As
RDG 520 Ess Elemnts EED Lit
DCI 790 Reading and Conference
DCI 799 Dissertation
Spring 2017
Course Number Course Title
RDG 532 Language and Literacy II
RDG 550 Practicum Exper-Elem/Sec Read
DCI 792 Research