Dr. Vintinner’s research areas include adolescent literacy, vocabulary and comprehension instruction. This work includes professional development to support content area literacy in middle and secondary classrooms at the school and district level. In addition, she has developed and implement literacy-based training to several community organizations.Research Interests:
Content Area Reading
Ph.D. -UNC Charlotte, 2009, Curriculum and Instruction-Urban Literacy
M.Ed. UNC Charlotte, 2003, Reading Education
B.A.- UNC Charlotte, English
Teaching Reading to Intermediate Grade Learners, Reading and Writing in the Content Areas, Middle/Secondary Reading and Writing
Professional Development to elementary, middle, and high school teachers
Tutor support to community organizations and school districts
Reading remediation for adolescents and adults
Vintinner, J., Stover, K., Harmon, J. M., & Wood, K. D. (2015). Inquiry into the Efficacy of Interactive Word Walls with Older Adolescent Learners. High School Journal, 98(3).
Taylor, D. B., Vintinner, J. P., & Osbourne, B. (January 2014). Content area reading and writing: Integrating Common Core State Standards into everyday instructional practices. PDS Partners, 9(3), 6.
Putman, S. M., Kissel, B., Vintinner, J., & Good, A. J. (2015). Online Learning in K-College Classrooms: Students and Teachers Establish Social, Cognitive, and Teaching Presences in Digital Spaces. In T. Heafner, R. Hartshorne, & T. Petty (Eds.) Exploring the Effectiveness of Online Education in K-12 Environments (pp. 191-211). Hershey, PA: Information Science Reference.
Popejoy, K., Good, A. J., Rock, T., & Vintinner, J. P. (2015). Integrated Methods Block: Transforming Elementary Teacher Preparation through the Integration of Content Methods and Early Clinical Experiences. In D. Polly, T. Heafner, M. Chapman, & M. Spooner (Eds.) Professional Development Schools and Transformative Partnerships (pp. 228-244). Hershey, PA: Information Science Reference.
Taylor, D. B., Vintinner, J. P., & Wood, K. D. (2014). Professional Development 1.5: Two Models for Helping Teachers Implement Digital Tools in Writing Pedagogy. In R. Anderson, & C. Mims (Eds.) Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 567-588). Hershey, PA: Information Science Reference.
Ahlgrim-Delzell, L., Mims, P. J., & Vintinner, J. P. (2014). Reading for students who are nonverbal. D. Browder & F. Spooner (Eds). Teaching Language Arts, Math, and Science for students with severe disabilities. Baltimore, MD: Brookes.