1
Updated 9/10/14
VITA
Miriam G. Martinez
Home Office
203 Shalimar Dr. University of Texas at San Antonio
San Antonio, Texas 78213College of Education and HumanDevelopment
(210) 342-l960One UTSA Circle
San Antonio, Texas 78249
(210) 458-5971
EDUCATION
PH.D. University of Texas at Austin
Major: Curriculum and Instruction
Specialization: Reading
Completion: May l983
M.A. University of Texas at Austin
Major: Curriculum and Instruction
Specialization: Reading
Completion: May l979
B.A. University of Alabama
Major: Sociology
Minor: English
Completion: January l970
CERTIFICATION: Secondary certification from Alabama: English, social studies
PROFESSIONAL EXPERIENCE: TEACHING
University:
Institution: University of Texas at San Antonio
Rank: Professor
Dates: September 1998-Present
Institution: University of Texas at San Antonio
Rank: Associate Professor
Dates: September 1993-1998
Institution: University of Texas at San Antonio
Rank: Assistant Professor
Dates: September 1990-1993
Institution: Southwest Texas State University
Rank: Assistant Professor
Dates: September l988 - May 1990
Institution: University of Texas at San Antonio
Rank: Visiting Assistant Professor
Dates: September l983 - August l988
Institution: University of Texas at Austin
Rank: Assistant Instructor
Dates: January l978 - December l980; January l982 - May l983
Community College:
Institution: Austin Community College, Austin, Texas
Rank: Instructor
Dates: September l979 - May l980
Classroom Teacher:
Institution: American School Foundation, Mexico City, Mexico
Dates: February l970 - May l976
PROFESSIONAL EXPERIENCE: ADMINISTRATIVE
Chair, Department of Interdisciplinary Studies and Curriculum and Instruction, University of Texas at San Antonio
Dates: September 2001-August 2004
Director, UTSA Reading Place: Plaza de Lectura
Job Description: Responsibilities include preparing proposals for funding, soliciting materials for clinic, working with school to recruit children for the clinic, developing procedures and applications, coordinating faculty whose classes run through the clinic, and supervising graduate assistant.
Dates: January 1999-May 2001
Director, UTSA'S Model Schools Project
Job Description: Responsibilities include organizing, implementing, and seeking funding for a project designed to develop model schools as centers of inquiry and thereby improve minority children's learning experiences
Dates: September l987 - August l988, 1992-July 1997
PRESENT POSITION
Professor, University of Texas at San Antonio
1998-Present
PUBLICATIONS
Books
Temple, C., Martinez, M., Yokota, J. (2015). Children’s books in children’s hands: An introduction to their literature. 5th ed. Boston: Allyn & Bacon. (projected date of publication: 2014)
Temple, C., Martinez, M., Yokota, J. (2011). Children’s books in children’s hands: An introduction to their literature. 4th ed. Boston: Allyn & Bacon.
Temple, C., Martinez, M., Yokota, J. (2006). Children’s books in children’s hands: An introduction to their literature. 3rd ed. Boston: Allyn & Bacon.
Roser, N. L., Martinez, M., Yokota, J., & O’Neal, S. F. (2005). (Eds.)What a Character! Character Study as a Gateway to Literary Understanding. Newark, DL: International Reading Association.
Temple, C., Martinez, M., Yokota, J., & Naylor, A. (2002). Children’s books in children’s hands: An introduction to their literature. 2nd ed. Boston: Allyn & Bacon.
Temple, C., Martinez, M., Yokota, J., & Naylor, A. (1998). Children’s books in children’s hands: An introduction to their literature. Needham Heights, MA: Allyn & Bacon.
Roser, N. L. & Martinez, M. (1995). (Eds.) Book talk and beyond: Children and teachers respond to literature. Newark, Del.: International Reading Association.
Refereed Journal Articles:
Palmer, D., Roser, N., Martinez, M., Moore, H., Zuniga, C., Henderson, K., Durán, L., Mateus, S., Peterson, K., & Greeter, E. (in preparation). New ways of exploring old literacies: Deepening understandings across cultures through dramatic interpretations of picturebooks.
Willson, A., Falcon, L., & Martinez, M. (2014). Second graders’ interpretation of character in picturebook illustrations.Reading Horizons, 53(2), Article 4. Available at:
Martinez, M., & Harmon, J. M. (2014). An investigation of teachers’ growing understandings of the picturebook format. Reading Psychology, 0:1–16. DOI: 10.1080/02702711.2013.843066
Harmon, J. M. & Martinez, M., & (2013).Character development in picturebooks for younger and older learners. Dragon Lode, 32(1), 39-49.
Sailors, M., Martinez, M., & Villarreal, L. (2013). Teacher authored supplementary reading materials in South Africa: A content and thematic analysis.Bookbird, 51, 35-46.
Martinez, M., & Harmon, J. M. (2012). Picture/text relationships: An investigation of literary elements in picturebooks. Literacy Research and Instruction, 51(4), 323-343. DOI:
10.1080/19388071.2012.695856
Prior, L., Willson, A., & Martinez, M. (2012). Picture this: Visual literacy as a pathway to literacy understanding. The Reading Teacher, 66 (3), 195-206.
Harmon, J. M., & Martinez, M. (2012). Science fiction: Changing attitudes and exploring instructional potential . Signal, 27-36.
Martinez, M.G., & Harmon, J.M. (2011). An investigation of student preferences of text formats.
The ALAN Review. 39(1), 12-19.
Roser, N., Martinez, M., & Fowler-Amato, M. (2011). The power of picturebooks: Resources that support language and learning in middle grade classrooms. Voices from the Middle, 19, 24-31.
Wright, R., Coryell, J., Martinez, M., Harmon, J., Henkin, R., Keehn, S. (2011). An investigation of self-identified adult poetry lovers. Journal of Transformative Education, 8, 103-123.
Horan, D. A., Sailors, M., Martinez, M., Skerrett, A., & Makalela, L. (2011). The Golden Lady: The storied life of a multilingual teacher and author of supplemental reading materials in a marginalized South African language. Qualitative Studies in Education, 1-24.
Flores, B., Keehn, S., Martinez, M., & Cortez, M. (2011). Impact of a Program Wide Diversity Initiative on Teacher Candidates’ Cultural Efficacy. Critical Issues in Teacher Education.
Sharp, C., Martinez, M., Maloch, B., Roser, N. L., Burke, A., Roach, A., Zapata, A., & Russell, K. (2010). Exploring mystery in fifth grade: A journey of discovery. Voices from the Middle, pp. 19-28.
Maloch, B., Roser, N., Martinez, M., Harmon, J., Burke, A., Duncan, D., Russell, K., & Zapata, A. (2008). An investigation oflearning to read and write fantasy. In Kim, Y.,Risko, V., Compton, D., Dickinson, D., Hundley, M., Jimenez, R., Leander, K., Rowe, D. W. (Eds). 57th Yearbook of the National Reading Conference. pp. 256-270.
Martinez, M., & Roser, N. L. (2008). Writing to understand lengthy text: How first graders use response journals to support their understanding of a challenging chapter book. Literacy Research and Instruction, 47, 195-210.
Roser, N. L., Martinez, M., McDonnold, K., & Fuhrken, C. (2007). Characters as Guides to Meaning, The Reading Teacher, 60, 545-560.
Keehn, S., & Martinez, M.G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 26(3), 11-18.
Roser, N. L., O’Neal, S., McDonnold, K., Martinez, M. (2006). Compelling invitations for beginning writers: Pattern books. California Reader, 39, 3-12.
Sailors, M., Keehn, S., Harmon, J., & Martinez, M. (2005). Early field experiences offered to and valued by preservice teaches at Sites of Excellence in Reading Teacher Education programs. Teacher Education and Practice, 18, 458-470.
Roser, N. L., Martinez, M., McDonnold, K., & Fuhrken, C. (2005). Young children learn to read chapter books. In Maloch, B., Hoffman, J.V., Schallert, D. L., Fairbanks, C. M. (Eds.) 54th. Yearbook of the National Reading Conference, 301-317. Oak Creek, WI: National Reading Conference.
Sailors, M., Keehn, S., Martinez, M., Harmon, J., Hedrick, W., Fine, J., Eldridge, D. (2004). Features of early field experiences at sites of excellence in reading teacher education programs. In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 53rd. Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Roser, N. L., Martinez, M., McDonnald, K., & Fuhrken, C. (2004). Beginning chapter books: Their features and their support of children’s reading. In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 53rd. Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Harmon, J. M., Martinez, M., & Deckard, A. (2004). Children’s strategic awareness for reading different genres and/or text types. . In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 53rd. Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Keehn, S.; Martinez, M., Harmon, J., Hedrick, W.; Steinmetz, L., & Perez, B. (2003). Teacher preparation in reading: A case study of change in one university-based undergraduate program. In Fairbanks, C. M., Worthy, J., Malock, B., Hoffman, J.V., & Schallert, D. L. (Eds.) 52nd. Yearbook of the National Reading Conference, 230-244. Oak Creek, WI: National Reading Conference.
Maloch, B., Flint, A. S., Eldridge, D., Harmon, J. M., Loven, R., Fine, J. C, Bryant-Shanklin, M., & Martinez, M. G. (2003). Teacher Education Matters: Examining Meaningful Differences in Reading Teacher Preparation Programs. Elementary School Journal, 103, 431-458.
Roser, N. L., Keehn, S., & Martinez, M. (2003).The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 3). The Social Studies Texan, 18, 71-72.
Roser, N. L., Keehn, S., & Martinez, M. (2003).The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 2). The Social Studies Texan, 18, 68-70.
Roser, N. L., Keehn, S., & Martinez, M. (2003).The Sounds of Texas History:
Reading Aloud to 4th through 8th Graders (part 1). The Social Studies Texan, 18, 73-73.
Martinez, M., Keehn, S., Roser, N., Harmon, J., & O’Neal, S. (2002). An Exploration of Children’s Understanding of Character in Grades 1-8. In J V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fifty first Yearbook of the National Reading Conference. (pp. 310-320). Chicago: National Reading Conference.
Wood, K., Roser, N. L., & Martinez, M. G. (2001). Collaborative literacy: Lessons learned from literature. The Reading Teacher, 55, 102-110.
Harmon, J. M., Hedrick, W. B., Strecker, S., Martinez, M. G., & Perez, B. (2001). Field experiences in reading: Contextualizing and tailoring a reading specialization program. The Reading Professor, 23, 49-77.
Martinez, M. G., & Roser, N. L. (2001). A review of research on children’s responses to literature. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fiftieth Yearbook of the National Reading Conference. pp. 409-418. Chicago: National Reading Conference.
Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J., Eldridge, D., Flint, A. S., Littleton, D. M., Bryant-Shanklin, M., Loven, R., Assaf, L., & Sailors, M. (2001). Features of Excellence of Reading Teacher Preparation Programs. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fiftieth Yearbook of the National Reading Conference. pp. 262-274. Chicago: National Reading Conference.
Keehn, S., Harmon, J., Hedrick, W., Martinez, M., & Perez, B. (2001). A Study of the Impact of a Reading Specialization Program on First-Year Teachers. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) Fiftieth Yearbook of the National Reading Conference. pp. 323-332. Chicago: National Reading Conference.
Roser, N. L., & Martinez, M. G. (2000). What Alice saw through the keyhole: Visions of children’s literature in elementary classrooms. Journal of Children’s Literature, 26, 18-27
Roser, N. L., Martinez, M. G., Msrola, H., Junco, C., Gorman, A., & Ingold, J. (2000). What happens to book talk when the author joins the literature circle?In Shanahan, T. & Rodriguez-Brown, F. (Eds.) Yearbook of the National Reading Conference, vol. 49.
Martinez, M., Roser, N. L., Strecker, S. (1998/1999). “I never thought I could be a star:” A readers theater ticket to fluency. The Reading Teacher, 52, 326-334.
Strecker, S., Roser, N. L. & Martinez, M. G. (1998). Toward understanding oral reading fluency. In T. Shanahan & F. V. Rodriguez-Brown (Eds.),47th Yearbook of the National Reading Conference. (pp. 295-310). Chicago: National Reading Conference.
Martinez, M., Perez, B., & Cook, G. (1998). Key dimensions of school life. Primary Voices, 6, 3-9.
Gorman, A., Tschoepe, M., & Martinez, M. (1998). Language and literacy. Primary Voices, 6, 10-23.
Martinez, M. G., Roser, N. L., Strecker, S., & Gough, P. (1997). Classroom libraries and children’s book selections: Redefining “access” in self-selected reading.In C. K. Kinzer & D. J. Leu (Eds.), Inquiries in literacy and practice. Forty-sixth yearbook of the National Reading Conference (pp. 265-272). Chicago: National Reading Conference.
Martinez, M. & Roser, N. L. (1994). Children’s responses to a chapter book across grade levels: Implications for sustained text. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional aspects of literacy research, theory and practice. Forty-third yearbook of the National Reading Conference (pp. 317-24). Chicago: National Reading Conference.
Martinez, M. & Teale, W. H. (1993). Teacher storybook reading style: A comparison of six teachers. Research in the Teaching of English, 27, 175-199.
Martinez, M. (1993). Motivating dramatic story reenactments. The Reading
Teacher, 46, 682-688.
Fractor, J. S., Woodruff, M. C., Martinez, M., & Teale, W. H. (1993). Let’s not miss opportunities to promote voluntary reading: Classroom libraries in the elementary school. The Reading Teacher, 46, 476-484.
Martinez, M., Roser, N. L., Hoffman, J. V., & Battle, J. (1992). Fostering better book discussions through response logs and a response framework: A case description. (pp. 303-311). Forty-first Yearbook of the National Reading Conference.
Martinez, M. G., Vernon, L., Allen, M., & Teale, W. H. (1991). What principals can do to promote voluntary reading. Principal, 70, 44-46.
Teale, W. H. & Martinez, M. G. (l988). Getting on the right road to reading. Young Children, 44, l0-l5.
Martinez, M. & Teale, W. H. (l988). Reading in a kindergarten library center. The Reading Teacher, 41, 568-72.
Martinez, M. & Teale, W. H. (l987). The ins and outs of a kindergarten writing
program. The Reading Teacher, 40, 444-45l.
Teale, W. H. & Martinez, M. (l986). Teachers' storybook reading styles: Evidence and implications. Reading Education in Texas, 2-l6.
Martinez, M. G., Montgomery, K., Cates, C., Bercher, J., Teale, W.H. (l985).
Children's writing in a kindergarten emergent literacy program. Reading
Education in Texas, l, 7-l5.
Martinez, M. G. & Roser, N. (l985). A case study of the effects of selected text factors on parent-child storytime interactions. In J. A. Niles (Ed.), Issues in literacy: A research perspective. Chicago, IL: National Reading Conference.
Martinez, M. G. & Roser, N. (l985). Read it again: The value of repeated readings during storytime. The Reading Teacher, 38, 782-86.
Roser, N. & Martinez, M. G. (l985) Roles adults play in preschoolers' responses to literature. Language Arts, 62, 485-490.
Martinez, M. (l983). Exploring young children's comprehension through story time talk. Language Arts, 59, 637-638.
Martinez, M. & Roser, N. (l982). Literature in the reading program: Tracing roots. The Reading Professor, 8, 23-30.
Book Chapters
Roser, N. L., Palmer, D., Greeter, E. & Martinez, M. (in press). “That isn’t fair!”/“¡No es justo!” Process drama for children learning to think critically about picturebooks in English and Spanish.Wooten, D. & Cullinan, B. (Eds.). Children's literature in the reading program: An invitation to read. Newark, DE. International Reading Association.
Roser, N. L., Martinez, M., Moore Carrell, H., & Palmer, D. (2014). Reinvite Drama Into Classrooms, Part 2: Exploring Stories Through Process Drama.” Wood, K. D., Paratore, J., Kissel, B., & McCormack, R. (Eds.). What’s New in Teaching Literacy?( E-ssentials series.) Newark, DL: International Reading Association.DOI:10.1598/e-ssentials.8062
Roser, N. L., Martinez, M., & Moore Carrell, H. (2013). Re-invite drama into Classrooms: New Ways with an old form. Wood,K. D., Paratore, J., Kissel, B.,McCormack, R. (Eds.). What’s New in Teaching Literacy?( E-ssentials series.)Newark, DL: International Reading Association. DOI:10.1598/e-ssentials.8043
Dooley, C. M., Martinez, M., & Roser, N. L. (2012). Young Children’s Literary Meaning Making: A Decade of Research 2000-2010. Larson, J. and Marsh, J. (Eds.). Handbook of Early Childhood Literacy. (2nd. Ed.). London: Sage.
Martinez, M. & Roser, N. L. (2011). What’s going on in children’s literature classes? An analysis of syllabi and a talk with some untraditional profs. In Bedford, A. W., & Albright, L. K. (Eds.). A Master Class in Children’s Literature: Trends and Issues in an Evolving Field. Urbana, IL: National Council of Teachers of English.
Roser, N. L., Martinez, M., & Wood, K. (2011). Recent research on students' response to literature. Lapp, D., & Fisher, D. (Eds.) The Handbook of Research on Teaching the English Language Arts. 3rd ed. (pp. 264-277). New York: Routledge.
Martinez, M., Roser, N., Harmon, J. (2009). Using picture books with older learners. In Wood, K., & Blanton, B. (Eds.). Literacy Instruction for Adolescents: Research-based Practice. (pp. 287-306). New York: Guilford Press.
Teale, W. H., Yokota, J., & Martinez, M. G. (2008). The book matters: Evaluating and selecting what to read aloud to young children. In A. DeBruin-Parecki (Ed.), Effective early literacy practice:Here’s how, here’s why.(pp. 101-122). Baltimore, MD: Paul Brookes.
Keehn, S., Martinez, M., & Roser, N. L. (2005). Exploring character through readers theater. N. L. Roser, M. Martinez, J. Yokota, & S. F. O’Neal (Eds.).What a Character! Character Study as a Gateway to Literary Understanding (pp. 96-110). Newark, DL: International Reading Association.
Martinez, M., & Roser, N. L. (2005). Students’ developing understanding of character. N. L. Roser, M. Martinez, J. Yokota, & S. F. O’Neal (Eds.). (Eds.). What a Character! Character Study as a Gateway to Literary Understanding (pp. 6-13). Newark, DL: International Reading Association.
Keehn, S., Martinez, M. G., & Teale, W. H. (2004). Choosing fiction to support young children’s literacy development. In J. V. Hoffman, & D. L. Schallert (Eds.). The Texts in Elementary Classrooms. (pp. 85-112). Mahwah, NJ: Lawrence Erlbaum.
Martinez, M., Roser, N., & Dooley, C. (2003). Young children’s literary meaning making. Hall, N., Larson, J. and Marsh, J. (Eds.). Handbook of Early Childhood Literacy. (pp. 222.234). London: Sage.
Roser, N., May, L., Martinez, M., Keehn, S., & Harmon, J. (2003). Stepping into character(s) with culturally relevant texts: Using readers theater with bilingual fourth graders. In J. Paratore & R. McCormack (Eds.) After Early Intervention, Then What? Teaching Struggling Readers in the Middle Grades. (pp. 40-69). Newark, DE: International Reading Association.
Martinez, M. G. & Roser, N. L. (2003). Children’s Responses to Literature. In Flood, Lapp, Jensen & Squire. Handbook for Research in Teaching the English Language Arts. (pp. 799-813). 2nd ed. Mahwah, NJ: Lawrence Erlbaum.
Martinez, M., Roser, N. L., & Strecker, S. (2000). Using picture books in grades 4-8. In K. Wood & T. Dickinson. Promoting Literacy in Grades 4-9: A Handbook for Teachers and Administrators. pp. 250-262. Boston: Allyn and Bacon.
Roser, N. L., Martinez, M., & Strecker, S. (2000). Fostering literature discussion with older students.” In K. Wood & T. Dickinson. Promoting Literacy in Grades 4-9: A Handbook for Teachers and Administrators. pp. 295-305. Boston: Allyn and Bacon.
Teale, W. H. & Martinez, M. G. (1996). Reading aloud to young children: Teachers’ reading styles and kindergartners’ text comprehension.” In C. Pontecorvo, M. Orsolini, B. Burge, & L. B. Resnick. Children’s early text construction. Mahwah, NJ: Lawrence Erlbaum.
Martinez, M. & Roser, N. (1995). When teachers and children talk about books, the books make a difference in the talk. In N. Roser & M. Martinez (Eds.). Book talk and beyond: Children and teachers respond to literature. Newark, Del.: International Reading Association.
Martinez, M.G., Cheyney, M., & Teale, W.H. (1991). Classroom literature activities and kindergartners' dramatic story reenactments. In J. F. Christie (Ed.), Play and early literacy. Albany, N.Y.: State University of New York Press.
Teale, W. & Martinez, M. G. (1991). La lettura di libri ai bambini: Stili degli
insegnanti e processi di comprensione del testo. In M. Orsolini & C. Pontecorvo (Eds.), La construzione del testo scritto nei bambini. Rome: La Nuova Italia.
Martinez, M. G. & Roser, N. (1991). Research on teaching specific aspects of the English language arts: Children's responses to literature. In J. Flood, J. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English Language Arts. New York: Macmillan Publishing Co.
Teale, W.H., Martinez, M. G. & Glass, W. L. (l989). Describing classroom storybook reading. In D. Bloome (Ed.). Learning to use literacy in educational settings. Norwood, NJ: Ablex Publishing Corporation.
Teale, W.H. & Martinez, M. G. (l989). Connecting writing: Fostering emergent
literacy in kindergarten children. In J. Mason (Ed.), Reading/writing connections: An instructional priority in elementary school. Boston: Allyn and Bacon.
Martinez, M. G., Cheyney, M., Hemmeter, A., McBroom, C., Teale, W. H. (l989). No risk literacy environments for at risk children: A kindergarten emergent literacy program. In J. Allen & J. Mason (Eds.), Risk Makers,
Risk Takers. Portsmouth, NH: Heinemann Instructional Books.
Invited Journal Articles:
Martinez, M., Austin, P., Carpenter, M., Edinger, M., Johnson, V. G., & Pritchard, G. (2007). 2006 Notable Children’s Books in the Language Arts. Language Arts, 84, 375-384.
Martinez, M., Edinger, M., Austin, P., Carpenter, M., Johnson, V. G., & Pritchard, G. (2006). 2006 Notable Children’s Books in the Language Arts. Journal of Children’s Literature, 32, 10-22.
Pavonetti, L. M., Carpenter, M., Edinger, M. Johnson, V. G., Kerper, R. M., Martinez, M., & Pritchard, F. (2006). 2005 Notable Children’s Books in the Language Arts. Language Arts, 83, 356-363.
Pavonetti, L. M., Armstrong, K., Kerper, R. M., Lehman, B. A., Martinez, M., Yokota, J. (2005). 2004 Notable Children’s Books in the Language Arts. Language Arts, 82, 310-317.
Pavonetti, L. M., Armstrong, K., Kerper, R. M., Lehman, B. A., Martinez, M., Yokota, J. (2004). 2004 Notable Children’s Book in the Language Arts. Journal of Children’s Literature, 30, 13-24.
Keehn, S., Martinez, M., & Roser, N. L. (2003). On the wings of characters: Choosing character rich books to promote young children’s comprehension. The California Reader, 36, 32-40.
Elliott, B., Martinez, M., & Roser, N. (2002). Letters and diaries and more, oh my! Looking at writing through children's literature. The California Reader, 35, 54-67.
Martinez, M. G. & McGee, L. M. (2000). Children’s Literature and Materials for Reading Instruction: What Does the Future Hold? Reading Research Quarterly, 35, 154-169.
Martinez, M. & Nash, M. (1998). Children’s books: How do we evaluate them? How do we select them? Journal of Children’s Literature, 24, 6-19.
Martinez, M. G. & Teale, W. H. (l989). Classroom storybook reading: The creation of texts and learning opportunities. Theory into Practice, 28, l26-l35.
Monographs
National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction. (2003). Prepared to make a difference: Research evidence on how some of America’s best college programs prepare teachers of reading. Newark, DE: International Reading Association.
Diem, R. A., Martinez, M., & Perez, B. (1998). Technology and teacher education: The Texas experience. Austin, TX: Texas Education Agency.
Reprints
Martinez, M., Roser, N., & Strecker, S. “I never thought I could be a star”: A readers theatre ticket to fluency. To appear in hard-copy and CD ROM formats in a publication by the Texas Center for Reading and Language Arts.