Poonam Arya, Ph.D.
Professor of Reading, Language and Literature
313-577-1643
parya@wayne.edu, ay3185@wayne.edu
313-577-4091 (fax)
Office Hours: Contact via-e-mail
261 Education Building
Poonam Arya, Ph.D.
Degrees and Certifications
Ph.D. Curriculum and Instruction, 1998
Major: Reading Education
State University of New York at Buffalo, NY
Masters of Education, 1992
Major: Reading Education
Central Institute of Education
Delhi University, India
M.A. English Literature, 1990
Delhi University, India
B.A. English, 1988
Delhi University, India
Responsibilities
Dr. Arya is a tenured faculty member in Reading, Language, and Literature in the Teacher Education Division. She teaches masters, education specialist, and doctoral courses in reading theory, research, and practice.
Area of Expertise
- Miscue Analysis
- Literacy Assessments
- Comprehension - Retellings
- Eye Movements and Reading
- Teacher Reflection and Pedagogy
Research Interests
- Text Features
- Comprehension - Retellings
- Peer Discussions of Literature
- Video-based Teacher Reflection
- Eye Movement Miscue Analysis Research
Awards
- 2014
Kathleen Reilly Koory Endowed Faculty Development Award
Grants
1) Raising Readers: $100,000, 2017-2018
2) A Unified Approach to Literacy Learning (K-5): $220,000; 2016-2017
3) A Unified Approach to Literacy Learning (K-3): $228,808; 2015 - 2016
Community Engagement Activities
The High Five Literacy Program in the College of Education is an innovative program available for youth (1st - 8th grade) throughout the Detroit metropolitan area. It runs from October through April each year and provides free instruction in reading and writing skills to students on Wednesdays evenings. The program is led by certified teachers who are working on completion of their master’s degree in reading under the supervision of Dr. Arya, who is the course instructor/director of the High Five Literacy program. The teachers use a balanced literacy curriculum that is research-based and addresses students’ interests and needs. Teachers assess students continuously throughout the program using informal methods. This allows them to focus on a strengths-based approach to student learning and engagement.
Presentations
- Critical Issues in Early Literacy Development: Their Significance for Parents, Teachers, and Children of Diverse Backgrounds
*Arya, P.*, Martens, P. 8 2006 Symposium at the 21st World Congress on Reading. Budapest, Hungary. - Critical Issues in Early Literacy Development: Growing as Compleat Teachers of Young Children
*Arya, P.*, Martens, P., Wilson, P. 11 2006 National Council of Teachers of English Annual Convention. Nashville, TN. - Text Characteristics, Readings and Retellings
*Arya, P.*, Martens, P., Wilson, P. 12 2006 56th National Reading Conference Annual Meeting. Los Angeles, CA. - The Anatomy of Retelling Evaluations: What These Evaluations Do (and Don't) Reveal about Readers and Readings
*Arya, P.*, Wilson, P., Jin, L., Martens, P. 12 2006 56th National Reading Conference Annual Meeting. Los Angeles, CA. - Beginning Reading Instruction in China and India
Jin,L., Ruan,J., & *Arya, P.* 12 2006 56th National Reading Conference Annual Meeting. Los Angeles, CA. - Directions of Miscue Analysis Research and Practice
Martens, P., *Arya, P.*, & Wilson, P. 6 2007 Reading Miscue Conference, Long Island, NY. - What Retelling Scores Reveal and Don't Reveal about Readers and Retellings.
*Arya, P.*, Wilson, P., Jin, L., Martens, P. 11 2007 National Council of Teachers of English Annual Convention. New York, NY. - Texts, Readings, Retellings: Analysis of children's reading of two stories.
*Arya, P.*, Wilson, P., Jin, L., Martens, P. 12 2007 57th National Reading Conference Annual Meeting. Austin, TX. - "I can read this!": Texts that Support Reading Development
*Arya, P.* 6 2008 Reading Miscue Conference. Long Island, NY. - Exploring children's reading of original and anthology versions of texts
Feather, K. & *Arya, P.* 12 2008 58th National Reading Conference Annual Meeting. Orlando, FL. - The logic of substitution miscues: A study of readers navigating texts
*Arya, P.*, Wilson, P., Martens, P 12 2008 58th National Reading Conference Annual Meeting. Orlando, FL.
Featured publications
Eye movement miscue analysis research methods
Arya, P. & Liwanag, M. P. (2022). Eye movement miscue analysis research methods. In M. P. Liwanag, K. Kim, & P. Martens (Eds.), Understanding Literacy Using Eye Movement Miscue Analysis in a Global World. (pp. 89-102). DIO Press, Inc.
Keywords
Eye movement
Miscue analysis
Research methodology
Using eye tracking to expand notions of literacy achievement
Arya, P. & Feathers, K. (2022). Using eye tracking to expand notions of literacy achievement. In M. P. Liwanag, K. Kim, & P. Martens (Eds.), Understanding Literacy Using Eye Movement Miscue Analysis in a Global World. (pp. 33-48). DIO Press, Inc.
Keywords
Eye movement
Miscue analysis
Comprehension
Video-based discussions about literacy pedagogy: Face-to-face vs. online formats
Arya, P., Christ, T., & Chiu, M. M. (2021). Video-based discussions about literacy pedagogy: Face-to-face vs. online formats. Reading Horizons, 61(3), 1-21.
Keywords
Video
Reflection
Preservice teachers
Face-to-face
Online
This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in video-based discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F format. Across both formats, PTs reported learning the greatest number of ideas about literacy methods/ materials but learned significantly more methods/materials ideas in the online asynchronous format. PTs also reported applying more literacy methods/ materials than all other kinds of ideas learned. Thus, for a semester-long course, either F2F or asynchronous online formats could be used with similar learning and application outcomes for PTs.
Patterns of Preservice Teachers’ Digital Text and Tool Integration in Literacy Instruction
Christ, T., Baxa, J., & Arya, P. (2020). Patterns of Preservice Teachers’ Digital Text and Tool Integration in Literacy Instruction. Journal of Literacy and Technology, 21(1), 159-203.
Keywords
Literacy instruction
Technology integration
The DigiLit Framework was used to score the characteristics of 39 preservice teachers’ (PTs) selections and integrations of digital texts or tools across 88 of their video-recorded literacy lessons with children. Children’s outcomes for each lesson were scored for (a) transcendent literacy skill or strategy use (e.g., inference) and (b) digital feature use related to the lesson objective (e.g., hotspot activation). Relations amongst characteristics of PTs’ selection/integration and children’s outcomes were analyzed using multivariate, multilevel logit regression models. Both children’s transcendent literacy and digital feature use outcomes were significantly improved (a) for word study and emergent literacy objectives, (b) when PTs selected highly interactive texts/tools, and (c) when PTs’ guided children’s practices. Interaction effects were found for particular objectives and PT practices, suggesting potential guidelines for effective practices. Further, while PTs’ integration effectiveness rates were fairly high overall (62-76%), just 31% of PTs effectively capitalized on digital features.
Patterns of technological, pedagogical, and content knowledge in preservice-teachers’ literacy lesson planning
Arya, P., Christ, T., & Wu, Wen. (2020). Patterns of technological, pedagogical, and content knowledge in preservice-teachers’ literacy lesson planning. Journal of Education and Learning, 9(5), 1-14.
Keywords
Literacy preservice teachers
TPACK
This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts/tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely. This study extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK.
Publications
- TAP (Teacher Learning and Application to Pedagogy) through Digital Video Mediated Reflections.
*Arya, P.*, Christ, T., & Chiu, M. M. 2015 Handbook of Research on Teacher Education in the Digital Age. - A three-pronged approach to video reflection: Preparing literacy teachers of the future.
Christ, T., *Arya, P.*, & Chiu, M. M. 2015 Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice - Exploring Young Children’s Use of Illustrations in a Picturebook.
Feathers, K., & *Arya, P.* 2015 Language and Literacy 17(1) - Teachers Reports of Learning and Application to Pedagogy based on Engagement in Collaborative Peer Video Analysis.
Christ, T., *Arya, P.*, & Chiu, M. M. 2014 Teaching Education 25(4) - Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers’ Video-Case Discussions.
*Arya, P.*, Christ, T., & Chiu, M. M. 2014 Journal of Teacher Education 65(2) - An Exploration of How Professors' Facilitation is related to Literacy Teachers' Meaning Construction Process During Video-Case Discussions
*Arya, P.*, & Christ, T. 2013 Journal of Reading Education 39(1) - Reconsidering Children’s Readings: Insights into the Reading Process.
*Arya, P.* & Feathers, K. 2012 Reading Psychology 33(4) - Collaborative Peer Video Analysis: Insights about Literacy Assessment & Instruction.
Christ, T., *Arya, P.*, & Chiu, M. M. 2012 Journal of Literacy Research 44(2) - “He did like this against the tree.” The Role of Illustrations during Independent Reading.
Feathers, K. & *Arya, P.* 2012 Journal of Children’s Literature 38(1)
Courses taught by Poonam Arya, Ph.D.
Fall Term 2024 (future)
- TED8100 - Doctoral Seminar: Thought, Language, Power, Social Interaction and Learning
- TED8150 - Pro-Seminar I: Introduction to Research in Educational Studies
- ELE6205 - Literacy Foundations