Dr. Courtney Hattan
Assistant Professor
Teaching and Learning
Office
Degarmo Hall - DEG 220
Office Hours
By appointment
Office Phone
Email
- About
- Education
- Awards & Honors
- Research
Biography
Dr. Courtney Hattan is an Assistant Professor of Elementary Literacy Education in the School of Teaching and Learning at Illinois State University. She earned her Ph.D. in Educational Psychology from the Department of Human Development and Quantitative Methodology at the University of Maryland and earned her M.S.Ed. with a focus in reading from Johns Hopkins University. Dr. Hattan has worked as an elementary and middle school Language Arts and Social Studies teacher.
Dr. Hattan’s program of research centers on the interplay between readers’ knowledge and what they understand and remember from text. She was the recipient of the 2019 International Literacy Association Timothy & Cynthia Shanahan Outstanding Dissertation Award and was named a Reading Hall of Fame Emerging Scholars Fellow. Her work has been published in Reading Research Quarterly, Journal of Educational Psychology, Reading and Writing: An Interdisciplinary Journal, Reading Psychology, and Literacy Research: Theory, Method and Practice.
Current Courses
223.001Content Area Language And Literacy In Elementary Classrooms
223.003Content Area Language And Literacy In Elementary Classrooms
595.001Research Seminar In Education
595.001Research Seminar in Education: Quantitative Research
Teaching Interests & Areas
Literacy, Reading, Elementary Education
Research Interests & Areas
reading comprehension, knowledge activation, strategy instruction, relational reasoning
PhD Educational Psychology
University of Maryland
College Park, MD
MS Reading
Johns Hopkins University
Baltimore, MD
BA Political Science
Marquette University
Milwaukee, WI
Research Initiative Award
College of Education, Illinois State University
2020
Recipient of the Timothy and Cynthia Shanahan Outstanding Dissertation Award
International Literacy Association
2019
Emerging Scholars Fellow
Reading Hall of Fame
2018
Graduate Student Teaching Fellow
The Teaching and Learning Transformation Center, University of Maryland
2018
Jean Mullan Doctoral Research Fellow
Disciplined Reading and Learning Research Laboratory, University of Maryland
2018
University Teaching and Learning Program - Scholar Level Certificate
The Teaching and Learning Transformation Center, University of Maryland
2018
Division 15 Claire Ellen Weinstein Graduate Student Seminar Participant
American Psychological Association
2017
Nominee for the Wylie Dissertation Fellowship and Thornton Dissertation Fellowship
The Graduate School, University of Maryland
2017
Division C Graduate Student Seminar Participant
American Educational Research Association
2016
Nominee for the Dr. Mabel S. Spencer Award for Excellence in Graduate Achievement
The Graduate School, University of Maryland
2016
Book, Chapter
Dinsmore, D. L. & Hattan, C. (2020). Levels of strategies and strategic processing. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.) Handbook of Strategies and Strategic Processing: Conceptualization, Intervention, Measurement, and Analysis. Routledge.
Alexander, P. A., Grossnickle, E. M., Dumas, D., & Hattan, C. (2018). A retrospective and prospective examination of cognitive strategies and academic development: Where have we come in twenty-five years? In A. O’Donnell (Ed.), Handbook of Educational Psychology. Oxford University Press.
Dinsmore, D. L., Hattan, C., & List, A. (2018). A meta-analysis of strategy use and performance in the Model of Domain Learning. In H. Fives & D. L. Dinsmore (Eds.) The Model of Domain Learning: Understanding the Development of Expertise. Routledge. https://doi.org/10.4324/9781315458014
Journal Article
Hattan, C. & Alexander, P. A. (2020). Prior knowledge activation in elementary classroom discourse. Reading and Writing, 33(6), 1617-1647. https://doi.org/10.1007/s11145-020-10022-8
Hattan, C. & Alexander, P. A. (2020). The effects of knowledge activation training on rural middle school students’ expository text comprehension: A mixed methods study. Journal of Educational Psychology. https://doi.org/10.1037/edu0000623
Hattan, C. & Lupo, S. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly. https://doi.org/10.1002/rrq.350
Hattan, C. (2020). Exploring the effectiveness of relational reasoning instruction on middle school students’ text comprehension. Reading Psychology, 41(3), 111-129. https://doi.org/10.1080/02702711.2020.1726847
Hattan, C. (2019). Prompting rural students’ use of background knowledge and experience to support comprehension of unfamiliar content. Reading Research Quarterly, 54(4), 451-455. https://doi.org/10.1002/rrq.270
Magazine/Trade Publication
Hattan, C. (2020). Reasoning relationally: Helping students build meaningful connections to and disconnections from texts. Literacy Today, 37(5), 36-37.
Presentations
Hattan, C. & List, A. (2020, December). Scaffolding topic knowledge activation before reading: Do different pre-reading activities differentially influence students’ comprehension? Paper accepted for the annual meeting of the Literacy Research Association, virtual conference due to COVID-19.
Hattan, C., & List, A. (2020, August). The effects of three pre-reading strategies on upper elementary students’ comprehension of grade-level science texts. Paper accepted for the annual meeting of the American Psychological Association, virtual conference due to COVID-19 (did not present).
Hattan, C., Alexander, P. A., & Lupo, S. M. (2020, December). Leveraging what you know to make sense of texts: What the research says about prior knowledge activation. Paper accepted for the annual meeting of the Literacy Research Association, virtual conference due to COVID-19.
Dinsmore, D. L., & Hattan, C. (2020, April). Levels of strategies and strategic processing. Paper accepted for the annual meeting of the American Educational Research Association, San Francisco, CA, Conference cancelled due to COVID-19.
Hattan, C. & Rosenzweig, E. Q. (2019, August). Effects of knowledge activation on students’ text comprehension and perceived utility value. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.
Hattan, C. (2019, April). Exploring the effectiveness of a relational reasoning training on middle school students’ text comprehension. Paper presented at the annual meeting of the American Educational Research Association, Toronto.
Hattan, C. (2019, November). Reasoning relationally: Guiding students to make connections and disconnections before and during reading. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.
Hattan, C. (2019, October). Prompting rural students’ use of background knowledge and experience to support comprehension of unfamiliar content. Paper presented as part of the Outstanding Dissertation Poster Session at the annual meeting of the International Literacy Association, New Orleans, LA.
Hattan, C. (2018, November). Investigating differences in two prior knowledge activation techniques: A mixed methods approach. Paper presented at the annual meeting of the Literacy Research Association, Indian Wells, CA.
2021-05-17T12:17:13.67-07:00
2021