Nell K. Duke
Encyclopedia
Nell K. Duke is a contemporary educator and literacy
researcher with an interest in informational text, early literacy development, with an emphasis on children living in poverty, reading comprehension
instruction, and education researcher preparation. She is currently an associate professor of teacher education
and educational psychology
at Michigan State University
and the co-director of the Literacy Research Center (LARC) .She also served as a researcher for the Center for Improvement of Early Reading Achievement (CIERA) with Elfrieda "Freddy" Hiebert
.
in 1993. She completed a Special Major in Linguistics, with Cognates in Psychology and Education, a Concentration in Black Studies, and completed a certification program in Elementary Education. She earned both an Ed. M. and an Ed. D. in Language and Literacy from Harvard University
.
from 1994-1996. She then served as a trainer for various programs including, Reach Out: Help Teach a Child to Read Program, America Reads Program, Harvard Emergent Literacy Project, and the BELL Foundation. During this time she also Co-Founded Neighborhood House Charter School in Dorchester, Massachusetts. In 1997, she served the school as the Primary Grades Literacy Specialist and in 1998, she served as the Co-Director for the Neighborhood House Charter School.
Dr. Duke is the recipient of several prestigious awards early in her career. In 1999, she was the recipient of the Promising Researcher Award from the National Council of Teachers of English
. The following year she was recognized by the International Reading Association
for the Outstanding Dissertation Award in 2000.
Dr. Duke teaches at Michigan State University in the College of Education. In addition to teaching courses, she served as the Co-Founding Associate Director for the Literacy Achievement Research Center (LARC) and is currently a Co-Director for LARC, a research center that encourages research and distribution of knowledge about complex literacies for all ages from young children through adulthood.
The concept of informational text in the classroom was a discussion point among literacy researchers before this article, but this article highlighted the lack of informational text in classroom libraries, as part of the classroom environment, and the use of the text in instruction in the primary classroom. Since the publication of this seminal piece, it has been cited in over 200 articles .
Recent articles include suggestions for incorporation of more quantity and quality of informational text in the classroom. Teachers can increase access through more informational texts in classroom libraries and environmental print in the classroom, and increase time devoted to instruction using information text through read aloud and strategy instruction. Students need to be taught how to read the informational text with specific comprehension strategies and the use of these texts for authentic purposes increases reading growth in students
chosen should match the research question and any claims from the research methodology should be supported by the specific methodology. Research studies of similar questions can demonstrate complementary results using different methodologies and this use is encouraged
In an article with Pressley and Boling (2004), Duke calls for a new definition of scientifically based reading research. The National Reading Panel (NRP) included studies that were experimental or quasi-experimental studies that included a large enough sample population. Studies that were either descriptive or correlational research in design were not considered. Pressley, Duke, & Boling, suggest that reading by its nature needs to have expanded [Scientifically Based Research] methodologies available to researchers. Many grants, especially federal grants, require that the researcher use Scientifically based research methodologies to receive funding. However, some research questions need to be answered by different research methodologies such as quasi-experimental and meta-analysis. A quasi-experimental design, allows the researcher to control common characteristics that could influence the results of the study. In a meta-analysis study, the researcher reviews published studies and uses a statistical average to find an overall intervention effect.
In addition to changes in the definition of scientifically based research, Duke (and Beck(1999)) argue that the current form of dissertations is not an authentic format for new researchers to learn how to participate in the academic realm. A goal of research is to disseminate information, however, in the current dissertation format most dissertations have only a select audience. The dissertation format is a genre in and of itself, and if PhD candidates are able to publish their findings, it requires massive rewrites. Suggestions for alternative dissertation formats include article(s) ready for publication in literacy research journals or in educator publications, depending on the goal of the degree.
• 2000 Outstanding Dissertation Award, International Reading Association
• 2002 Dina Feitelson Research Award
, International Reading Association
• 2003 Early Career Achievement Award, National Reading Conference
She is also the author or co-author of numerous chapters within books and peer-reviewed journals. http://nkduke.wiki.educ.msu.edu//
Duke, N. K. (2007). Let’s look in a book: Using nonfiction texts for reference with young
children. Young Children, 62, 12-16.
Duke, N. K. (2003). Reading to learn from the very beginning: Information books in early
childhood. Young Children, 58(2), 14-20.
Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. In J. Hoffman & D.
Schallert (Eds.), The texts in elementary classrooms (pp. 125–144). Mahwah, NJ: Erlbaum.
Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57, 30-37.
Duke, N. K. (2000). For the rich it’s richer: Print experiences and environments offered to
children in very low- and very high-SES first grade classrooms. American Educational Research Journal, 37, 441-478.
Duke, N. K. (2000). IRA Outstanding Dissertation Award for 2000: Print environments and experiences offered to first grade students in very low- and very high-SES school districts. Reading Research Quarterly, 35, 456-457.
Duke, N. K., & Kays, J. (1998). “Can I say ‘Once upon a time’?”: Kindergarten children
developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
Duke, N. K., & Mallette, M. H. (Eds.) (2004). Literacy research methodologies. New York: Guilford Press.
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic.
Literacy
Literacy has traditionally been described as the ability to read for knowledge, write coherently and think critically about printed material.Literacy represents the lifelong, intellectual process of gaining meaning from print...
researcher with an interest in informational text, early literacy development, with an emphasis on children living in poverty, reading comprehension
Reading comprehension
Reading comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. ....
instruction, and education researcher preparation. She is currently an associate professor of teacher education
Teacher education
Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community....
and educational psychology
Educational psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology is concerned with how students learn and develop, often focusing...
at Michigan State University
Michigan State University
Michigan State University is a public research university in East Lansing, Michigan, USA. Founded in 1855, it was the pioneer land-grant institution and served as a model for future land-grant colleges in the United States under the 1862 Morrill Act.MSU pioneered the studies of packaging,...
and the co-director of the Literacy Research Center (LARC) .She also served as a researcher for the Center for Improvement of Early Reading Achievement (CIERA) with Elfrieda "Freddy" Hiebert
Elfrieda "Freddy" Hiebert
Elfrieda "Freddy" Hiebert is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms...
.
Education
Nell K. Duke earned a B.A. from Swarthmore CollegeSwarthmore College
Swarthmore College is a private, independent, liberal arts college in the United States with an enrollment of about 1,500 students. The college is located in the borough of Swarthmore, Pennsylvania, 11 miles southwest of Philadelphia....
in 1993. She completed a Special Major in Linguistics, with Cognates in Psychology and Education, a Concentration in Black Studies, and completed a certification program in Elementary Education. She earned both an Ed. M. and an Ed. D. in Language and Literacy from Harvard University
Harvard University
Harvard University is a private Ivy League university located in Cambridge, Massachusetts, United States, established in 1636 by the Massachusetts legislature. Harvard is the oldest institution of higher learning in the United States and the first corporation chartered in the country...
.
Career
After completing her B.A., Nell Duke was the Supervisor of the Harvard Literacy Laboratory and a Teaching Fellow at Harvard UniversityHarvard University
Harvard University is a private Ivy League university located in Cambridge, Massachusetts, United States, established in 1636 by the Massachusetts legislature. Harvard is the oldest institution of higher learning in the United States and the first corporation chartered in the country...
from 1994-1996. She then served as a trainer for various programs including, Reach Out: Help Teach a Child to Read Program, America Reads Program, Harvard Emergent Literacy Project, and the BELL Foundation. During this time she also Co-Founded Neighborhood House Charter School in Dorchester, Massachusetts. In 1997, she served the school as the Primary Grades Literacy Specialist and in 1998, she served as the Co-Director for the Neighborhood House Charter School.
Dr. Duke is the recipient of several prestigious awards early in her career. In 1999, she was the recipient of the Promising Researcher Award from the National Council of Teachers of English
National Council of Teachers of English
The National Council of Teachers of English is an American professional organization dedicated to "improving the teaching and learning of English and the language arts at all levels of education...
. The following year she was recognized by the International Reading Association
International Reading Association
The International Reading Association is an international professional organization that was created in 1956 to improve reading instruction, facilitate dialogue about research on reading, and encourage the habit of reading....
for the Outstanding Dissertation Award in 2000.
Dr. Duke teaches at Michigan State University in the College of Education. In addition to teaching courses, she served as the Co-Founding Associate Director for the Literacy Achievement Research Center (LARC) and is currently a Co-Director for LARC, a research center that encourages research and distribution of knowledge about complex literacies for all ages from young children through adulthood.
Information Literacy
In 2000, Duke published a seminal research article on the scarcity of informational text in classroom environments and activities. The research brings to light the sparse quantity of informational text available to children and the limited instruction or activities with informational literacy materials, an average of 3.6 minutes a day, in the primary classroom. In the study, twenty first grade classrooms were observed, ten from high socio-economic status (SES) schools and ten from Low SES schools. Students from Low SES schools had even fewer opportunities with informational texts than students from higher SES schools. The amount, type, and uses of print are less in the lower SES classroomThe concept of informational text in the classroom was a discussion point among literacy researchers before this article, but this article highlighted the lack of informational text in classroom libraries, as part of the classroom environment, and the use of the text in instruction in the primary classroom. Since the publication of this seminal piece, it has been cited in over 200 articles .
Recent articles include suggestions for incorporation of more quantity and quality of informational text in the classroom. Teachers can increase access through more informational texts in classroom libraries and environmental print in the classroom, and increase time devoted to instruction using information text through read aloud and strategy instruction. Students need to be taught how to read the informational text with specific comprehension strategies and the use of these texts for authentic purposes increases reading growth in students
Methodology and Research in Education
Duke values a range research methodologies for reading research as evidence by a variety of methodologies in her own research and through the edited book Literacy Research Methodologies, she co-edited the book with Marla Mallette. In the edited book, she and Mallette conclude with five messages for literacy researchers. There are many different research methodologies available and can make contributions to the field. Yet, there are examples of great and poor usages of every methodology. The methodologyMethodology
Methodology is generally a guideline for solving a problem, with specificcomponents such as phases, tasks, methods, techniques and tools . It can be defined also as follows:...
chosen should match the research question and any claims from the research methodology should be supported by the specific methodology. Research studies of similar questions can demonstrate complementary results using different methodologies and this use is encouraged
In an article with Pressley and Boling (2004), Duke calls for a new definition of scientifically based reading research. The National Reading Panel (NRP) included studies that were experimental or quasi-experimental studies that included a large enough sample population. Studies that were either descriptive or correlational research in design were not considered. Pressley, Duke, & Boling, suggest that reading by its nature needs to have expanded [Scientifically Based Research] methodologies available to researchers. Many grants, especially federal grants, require that the researcher use Scientifically based research methodologies to receive funding. However, some research questions need to be answered by different research methodologies such as quasi-experimental and meta-analysis. A quasi-experimental design, allows the researcher to control common characteristics that could influence the results of the study. In a meta-analysis study, the researcher reviews published studies and uses a statistical average to find an overall intervention effect.
In addition to changes in the definition of scientifically based research, Duke (and Beck(1999)) argue that the current form of dissertations is not an authentic format for new researchers to learn how to participate in the academic realm. A goal of research is to disseminate information, however, in the current dissertation format most dissertations have only a select audience. The dissertation format is a genre in and of itself, and if PhD candidates are able to publish their findings, it requires massive rewrites. Suggestions for alternative dissertation formats include article(s) ready for publication in literacy research journals or in educator publications, depending on the goal of the degree.
Awards
• 1999 Promising Researcher Award, National Council of Teachers of EnglishNational Council of Teachers of English
The National Council of Teachers of English is an American professional organization dedicated to "improving the teaching and learning of English and the language arts at all levels of education...
• 2000 Outstanding Dissertation Award, International Reading Association
International Reading Association
The International Reading Association is an international professional organization that was created in 1956 to improve reading instruction, facilitate dialogue about research on reading, and encourage the habit of reading....
• 2002 Dina Feitelson Research Award
Dina Feitelson Research Award
The Dina Feitelson Research Award is an award established in 1997 by the International Reading Association to honor the memory of Dina Feitelson, the Israeli educator, who died in 1992.-Criteria for award:...
, International Reading Association
International Reading Association
The International Reading Association is an international professional organization that was created in 1956 to improve reading instruction, facilitate dialogue about research on reading, and encourage the habit of reading....
• 2003 Early Career Achievement Award, National Reading Conference
Publications
Nell Duke has authored or co-authored books including “Literacy Research Methodologies” (2004), “Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and other literacy skills form birth to 5” (2007), “Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.” (2005), and “We Work Together” (2003) .She is also the author or co-author of numerous chapters within books and peer-reviewed journals. http://nkduke.wiki.educ.msu.edu//
Collaborators and Co-Authors
- Victoria Purcell-GatesVictoria Purcell-GatesVictoria Purcell-Gates is an internationally-recognized researcher and professor in the field of literacy education. Using both qualitative and quantitative research methods, Dr. Purcell-Gates' research interests include the social and cultural literacy practices experienced by both children and...
- P. David Pearson
- V. Susan Bennett-Armistead
- Annie M. Moses
- Shenglan Zhang
- Michael Pressley
Selected Works for Additional Reading
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224. Reprinted in Mason, P. A., & Schumm, J. S. (Eds.). (2003). Promising practices in urban reading instruction. Newark, DE: International Reading Association.Duke, N. K. (2007). Let’s look in a book: Using nonfiction texts for reference with young
children. Young Children, 62, 12-16.
Duke, N. K. (2003). Reading to learn from the very beginning: Information books in early
childhood. Young Children, 58(2), 14-20.
Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. In J. Hoffman & D.
Schallert (Eds.), The texts in elementary classrooms (pp. 125–144). Mahwah, NJ: Erlbaum.
Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57, 30-37.
Duke, N. K. (2000). For the rich it’s richer: Print experiences and environments offered to
children in very low- and very high-SES first grade classrooms. American Educational Research Journal, 37, 441-478.
Duke, N. K. (2000). IRA Outstanding Dissertation Award for 2000: Print environments and experiences offered to first grade students in very low- and very high-SES school districts. Reading Research Quarterly, 35, 456-457.
Duke, N. K., & Kays, J. (1998). “Can I say ‘Once upon a time’?”: Kindergarten children
developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
Duke, N. K., & Mallette, M. H. (Eds.) (2004). Literacy research methodologies. New York: Guilford Press.
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic.