Harkins Hall 319
Ph.D. - Educational Psychology, City University of New York
Zipke, Marcy. (2013). Teachers' thoughts on e-readers in the elementary school classroom.
Education and Information Technologies, 18 (3), 421-441.
Zipke, Marcy. (2011). First-graders receive instruction in homonym detection and meaning articulation: The effect of explicit metalinguistic awareness practice on beginning readers.
Reading Psychology, 32 (4), 349-371.
Zipke, Marcy., Ehri, L., Cairns, H. (2009). Using semantic ambiguity instruction to improve third graders’ metalinguistic awareness and reading comprehension: An experimental study.
Reading Research Quarterly, 44 (3), 300-321.
Zipke, Marcy. (2008). Teaching metalinguistic awareness and reading comprehension with riddles.
The Reading Teacher, 62 (2), 128-137.
Zipke, Marcy. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders.
Reading Psychology, 28 (4), 375-396.
Zipke, Marcy., American Educational Research Association, Philadelphia, PA, "Paper: Preschoolers Explore Interactive Storybook Apps: Which Apps, and With Whom?". April, 2014.
Zipke, Marcy., American Educational Research Association, Philadelphia, PA, "Session: Nurturing Second-Language Literacy Skills with Immersion, Corrective Feedback, and Multimedia Book Reading ". April, 2014.
Zipke, Marcy., Literacy Research Association, Dallas, TX, "Paper: Development of a Tool for Choosing the Best Picture Book Apps for Digital E-Readers". December, 2013.
Zipke, Marcy., Annual Meeting of Everyone Reading, Everyone Reading, New York, NY, "Set for variability: The importance of flexible pronunciation". March, 2013.
Zipke, Marcy., Everyone Reading's Annual Conference: Preparing All Students for Success, Everyone Reading's Annual Conference: Preparing All Students for Success, New York, NY, "Set of Variability: The Importance of Flexible Pronunciation". March, 2013.
Click here for more information