Here's a sample of Dr. Ash's published writing.

Available Online

Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice:  Teachers’ continued use of round robin reading.  Reading and Writing Quarterly, 25 (1), 87-103.

Ash, G. E., & Kuhn, M. R. (2006). Meaningful oral and silent reading in the elementary and middle school classroom: Breaking the round robin reading addiction.  In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency Instruction: Research-based Best Practices (pp. 155-172).  New York, NY:  Guilford Press.

Ash, G. E. (2005, October).  What did Abigail mean?  Literal, inferential, and critical comprehension instruction for adolescent readers.  Educational Leadership, 63 (2), 36-41.

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Ash, G. E.  (2005, March).  Living with hope, rather than doubt:  Classroom assessment of adolescent literacy learning.  Adolescent Literacy in Perspective. ADLIT: Advancing Adolescent Literacy Instruction Together.  Ohio Resource Center for Mathematics, Science, and Reading.

Ash, G. E.  (2004).   White Paper: Everything secondary administrators need to know, but are afraid to ask:  Understanding pragmatic adolescent literacy planning. Chicago, IL:  North Central Regional Educational Laboratory.

Ash, G.E. (2002, March). Teaching readers who struggle: A pragmatic middle school framework. Reading Online:  The Online Journal of the International Reading Association, 5 (7).

Galda, L.,  Ash, G. E., & Cullinan, B.   (2001, April).  Research on children’s literature.  Reading Online:  The Online Journal of the International Reading Association, 4 (9).

Galda, L., Ash, G. E., & Cullinan, B.  (2000).  Children's Literature.  In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 361-379).  Mahwah, NJ:  Lawrence Erlbaum.

Available at your Library or on Request

Ash, G. E., & Baumann, J. F. (2017).  Vocabulary and comprehension: The nexus of meaning.  In S. Israel (Ed.), Handbook of Research on Reading Comprehension (2nd Ed.) (pp. 377-405).  New York, NY: Guilford Press.

Saunders, J. M., Ash, G. E, & Salazar, I., with Pruitt, R., Wallach, D., Breed, E., Saldana, S., & Szachacz, A.  (2017).  “We’re already somebody”: High School Students Practicing Critical Media Literacy IRL [in real life].  Journal of Adolescent and Adult Literacy, 60 (5), 515-526.

Saunders, J. M., & Ash, G. E.  (2013).  Entering the arena: The figured worlds transitions of preservice teachers.  Journal of Adolescent and Adult Literacy, 56 (6), 490-499.

Jackson, J. K., & Ash, G. E.  (2012).  Science achievement for all:  Improving science performance and closing achievement gaps.  Journal of Science Teacher Education. 23 (7), 723-744.

Kuhn, M. R., Ash, G. E., & Gregory, M. (2012).  Battling on two fronts:  Creating effective oral reading instruction.  In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency Instruction: Research-based best practices (2nd Ed.) (pp. 141-155).  New York, NY: Guilford Press.

Rush, L. S., Ash, G. E., Saunders, J. M., Holschuh, J., & Ford, J. (2011).  Meaningful and significant texts for adolescent readers:  Tensions in text selection policies.  In P.J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates, (Eds.), The 60th Yearbook of the National Reading Conference/Literacy Research Association (pp. 336-348).  Oak Creek, WI: Literacy Research Association.

Assaf, L. C., Ash, G. E., Saunders, J. M., & Johnson, J.  (2011). Renewing two seminal literacy practices: I-Charts and I-Search papers.  Voices from the Middle, 18 (4), 31-42.

Ash, G. E., Assaf, L. C., & Johnson, J.  (2010).  Process and perseverance:  Supporting meaningful and relevant research.  English in Texas, 40 (1), 54-62.

Schwanenfluegel, P., Kuhn, M. R., & Ash, G. E. (2010). Oral and silent wide reading: Effects on reading acquisition.  In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting Silent Reading:  New Directions for Teachers and Researchers (pp. 181-197).  Newark, DE:  International Reading Association.

Ash, G. E. (2004).  Why students don't read, and what schools can do about it.  In G. Bottoms, R. Murray, & I. Phillips (Eds.), Literacy Across the Curriculum:  Setting and Implementing Goals for Grades Six through Twelve (pp. 19-29).  Atlanta, GA:  Southern Regional Education Board.

Baumann, J. F., Kaméenui, E. J., & Ash, G. E. (2003).  Research on Vocabulary Instruction: Voltaire Redux.  In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of Research on Teaching the English Language Arts (2nd ed., pp. 752-785).  Mahwah, NJ: Lawrence Erlbaum.