Journal Publications, Refereed (*student co-authors)

• Townsend, D., Taboada Barber, A., Carter, H., & Salas, R. (2020). More than words: Older adolescents’ Linguistic resources in the context of disciplinary achievement and academic risk. Journal of Reading Psychology, DOI: 10.1080/02702711.2020.1782291.

• Townsend, D., Baxter, A., Keller, A. & Carter, H. (2020). Word walls in social studies: One solution to the “Vocabulary Conundrum”. Social Education, 84 (5), 313-318.
• *Freeman, N., Townsend, D., & Templeton, S. (2019). Thinking about Words: First Graders’ Response to Morphological Instruction. The Reading Teacher, 72(4), 463-473.
• *Sweeney, M. & Townsend, D. (2018).  An Analysis of Discipline-Specific Academic Language Learning in Middle-School Students. Middle Grades Research Journal, 12(1), 9-21.
• Townsend, D., Brock, C., & Morrison, J. (2018). Engaging in vocabulary learning in science: The promise of multimodal instruction. International Journal of Science Education, 40(3), 328-347.
• *Carter, H., *Crowley, K., Townsend, D., & Barone, D. (2016). Secondary teachers’ reflections from a year of professional learning related to academic language. Journal of Adolescent and Adult Literacy. 60(3), 325-334.
• Townsend, D., Bear, D., Templeton, S., & *Burton, A. (2016). The implications of adolescents’ academic word knowledge for achievement and instruction. Journal of Reading Psychology, 37(8), 1119-1148.
• Townsend, D. & Kiernan, D. (2015). Selecting academic vocabulary words worth learning. The Reading Teacher, 69 (1), 113-118.
• Townsend, D. (2015). Who’s using the language? Supporting middle school students with content area academic language. Journal of Adolescent and Adult Literacy, 58 (5), 376-387.
• *Larson, L., *Dixon, T. & Townsend, D. (2013). Students' active academic vocabulary use in social studies classrooms. Voices from the Middle, 20 (4), 16-21.
• Taboada, A., Townsend. D., & Boynton, M.J. (2013). Mediating effects of reading engagement on the reading comprehension of early adolescent English language learners. Reading & Writing Quarterly, 29 (4), 309-332.
• Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. Elementary School Journal, 113, 497-519.
• Nagy, W.M. & Townsend, D. (2012). Words as tools: ‘Learning academic vocabulary’ as language acquisition. Reading Research Quarterly.
• Martinez, M. & Townsend, D. (2011). Specific language as constituents of intelligence. The American Journal of Semiotics. 27, 95-112.
• Townsend, D. & Lapp, D. (2010). Academic language, discourse communities, and technology: Building students’ linguistic resources. Teacher Education Quarterly, Special Online Addition. Retrieved from http://teqjournal.org/townsend_lapp.html.
• Townsend, D. (2009). Building academic vocabulary in after school settings: Games for growth with middle school English learners. Journal of Adolescent and Adult Literacy, 53, 242-251.
• Townsend, D. & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing: An Interdisciplinary Journal, 22, 993-1020.
• Townsend, D. & Collins, P. (2008). English or Spanish? Assessing Latino/a children in the home and school languages for risk of reading disabilities. Topics in Language Disorders, 28, 61-83.

Books

• Templeton, S., Bear, D., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D., Helman, L., Hayes, L. (2014). Words their way: Vocabulary for middle and secondary students, 2E. Boston, MA: Pearson.
• Brock, C., Lapp, D., Salas, R., & Townsend, D. (Eds.). (2009). Academic literacy for English learners: High quality instruction across content areas. New York: Teachers College Press.

Research Handbook Chapters

• Townsend, D., Taboada Barber, A., & *Carter, H. (in press). Academic language and accessing text. In Moje, E.B, Afflerbach, P., Enciso, P., & Lesaux, N.K. (Eds.) Handbook of reading research, v5. New York, NY: Routledge.

• Strickland, D. & Townsend, D. (2010). The development of literacy in the elementary school. In Lapp, D. & Fisher, D. (Eds.) Handbook of research on teaching the English language arts, Volume III. New York: Routledge, 46-52.
• Pennington, J., Brock, C., Thompson, G., Townsend, D., & Lapp, D. (2009). Academic English & African American Vernacular English:  Exploring possibilities for promoting the literacy learning of all children. In L.M. Morrow, R. Rueda, & D. Lapp (Eds.) Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York: Guilford.  
  

Book Chapters

• Townsend, D. (in press). Academic Vocabulary: When and for Whom? All the Time, for All Students! In Ganske, K. Mindful of words. New York: Guilford Press.
• Townsend, D. (2011). If you want them to learn academic English - teach it to them. In Lapp, D. & Moss, B. (Eds.) Teaching with rigor: Supporting multiple ways of learning. New York: Guilford Press.
• Brock, C., Pennington, J., Oikonomidoy, E., & Townsend, D. (2010). “It’s just like telling them they will never be scientists”: Helen’s journey transforming linguistic and racial categories. In Li, G. & Edwards, P. (Eds.) Best practices in ELL instruction. New York: Guilford, 328-352.
• Townsend, D., Brock, C., Lapp, D., & Salas, R. (2009). Designing meaningful integrated instruction to promote academic English proficiency: Some tips for teachers. In Brock, C. Lapp, D. Salas, R., & Townsend, D. (Eds.) Academic literacy for English learners: High quality instruction across content areas. New York: Teachers College Press.
• Martinez, M. & Townsend, D. (2006). IQ and the brain. In Feinstein, S., (Ed.) Learning and the brain: An Encyclopedia. Westport, CT: Greenwood Publishing Group.

Other Professional, Non-Refereed Publications

• Townsend, D. (2017). Report of the National Assessment of Educational Progress (NAEP) Vocabulary Panel. National Center for Educational Statistics (NCES, U.S. Department of Education) and Educational Testing Service (ETS).
• Townsend, D. & Kiernan, D. (2016). Galena High School Authentic Literacy Committee: Strategies for supporting literacy in the disciplines. Reno, NV: WCSD Striving Readers Grant & University of Nevada, Reno.
• Townsend, D., Tovinen, L., Johnson, L., & Kiernan, D. (2015). Active academic vocabulary practice in all content areas: A summary report. Reno, NV: WCSD Striving Readers Grant & University of Nevada, Reno.
• Nagy, W. & Townsend, D. (2012). Response to Krashen (response to letter to the editor). Reading Research Quarterly, 47, 234.
• Townsend, D. (2008). WCSD Academic English and Diverse Middle School Students Study: Phase 1 Summary Report. Research report prepared by D. Townsend and submitted to Washoe County School District.

Works in Progress

• *Carter, H. & Townsend, D. (under review). Secondary teachers’ reflections on writing in the content areas. Under review with Teachers and Teaching: Theory and Practice.
• Townsend, D. & *Carter, H. (revised and resubmitted). What’s the purpose? A Mixed-Methods Exploration of Disciplinary Reading in High School Classrooms. Under review at Reading Research Quarterly.
• Townsend, D. (contracted book in progress). Words worth using. Contract with Teachers College Press, deadline June 12, 2020

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