Under Review and In Progress
Hagerman, M. & Spires, H. (in progress). Synthesis of digital literacies research: Informing practice.
Spires, H., Zheng, M., & Kerkhoff, S. (in progress). Creating a community of inquiry with teachers in China: New literacies, new complexities.
Spires, H., Kekhoff, S., Graham, A., Thompson, I., and Lee, J. (under review). Operationalizing and validating disciplinary literacy.
Spires, H. (in progress). Digital transformation and innovation in Chinese education. Hershey, PA: IGI Global.
Graham, A., Kerkhoff, S., & Spires, H.A. (under review). Disciplinary literacy in the middle school: Exploring pedagogical tensions.
Spires, H., Zheng, M., & Kerkhoff, S. (in progress). Creating a community of inquiry with teachers in China: New literacies, new complexities.
Spires, H., Kekhoff, S., Graham, A., Thompson, I., and Lee, J. (under review). Operationalizing and validating disciplinary literacy.
Spires, H. (in progress). Digital transformation and innovation in Chinese education. Hershey, PA: IGI Global.
Graham, A., Kerkhoff, S., & Spires, H.A. (under review). Disciplinary literacy in the middle school: Exploring pedagogical tensions.
Publications
Spires, H., Himes, M., & Lyjak E. (July/August 2016). Connecting classrooms to the future: Developing cross-cultural understandings through project-based inquiry. Literacy Today, pp. 26-27. Newark: DE: International Literacy Association. Shared with permission of the International Literacy Association.
Spires, H., Kerkhoff, S., & Graham, A. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent and Adult Literacy, 60(2), 151-161.
Pruden, M., Kerkhoff, S., Spires, H., & Lester, J. (2016). Enhancing writing achievement through a digital learning environment: Case studies of three struggling adolescent male writers. Reading and Writing Quarterly: Overcoming Learning Difficulties.
Spires, H., & Kerkhoff, S. (in press). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed.). Charlotte, NC: Information Age Publishing.
Spires, H. & Lester, J. (2016). Game-based learning: Creating a multidisciplinary community of inquiry. On the Horizon, 24(1), 88-93.
Kerkhoff, S. & Spires, H. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2).
Spires, H. (2015). Digital game-based learning: What's literacy got to do with it? Journal of Adolescent and Adult Literacy, 59(2), 25-30.
Spires, H. & Bartels, J. (2015). Digital engagement and literacy in business education. In K. V. Hemby & R. E. Grub, (Eds.), Recent and projected technology trends affecting business education (pp. 211-225). 2015 National Business Education Yearbook. Reston, VA: National Business Education Association. (Invited Chapter)
Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portrait of a one-to-one learning environment within a new learning ecology. International Journal of Learning, Teaching, and Educational Research, 10(3), 78-101.
Spires, H., Zheng, M., & Bartlett, M. (2015). Digital gameplay: Effects on young adolescents' science content learning. In K. Malu & M.B. Schaefer, (Eds.), Research on teaching and learning with the literacies of young adolescents (Vol. 10, pp. 75-95). Handbook of research in middle level education. Charlotte, NC: Information Age Publishing.
Zheng, M. & Spires, H., (2014). Fifth graders' flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5(2), 73-91.
Lester, J., Spires, H., Nietfeld, J., Minogue, J., Mott, B., & Lobeni, E. (2014). Designing game-based learning environments for elementary science education: A narrative centered learning perspective. Information Sciences, 264, 4-18. See http://www.sciencedirect.com/science/article/pii/S0020025513006385
Spires, H., Hervey, L., & Watson, T. (2013). Scaffolding the TPACK framework in reading and language arts: New literacies, new minds. In C.A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33-61).Charlotte, NC: Information Age Publishing.
Manfra, M., & Spires, H. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4). Retrieved from http://www.citejournal.org/vol13/iss4/general/article1.cfm
Page, S., & Charland, M., Scott, A., & Spires, H. (2013). Embracing project-based inquiry with emerging technologies in the multi-age classroom. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative & successful practices for student engagement, empowerment, and motivation. Lanham, MD: Rowan & Littlefield.
Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle school students read, write, and create videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493. doi: http://onlinelibrary.wiley.com/doi/10.1002/JAAL.00058/pdf
Spires, H., Morris, G., & Zhang, J. (2012). New literacies and emerging technologies: Perspectives from middle grade teachers in the US and China. Research in Middle Level Education, 35(10), 1-11.
Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education,12(2). Retrieved from http://www.citejournal.org/vol12/iss2/currentpractice/article1.cfm (Reprint of the Friday Institute White Paper. NC State University: Raleigh, NC.)
Meluso, A., Zheng, M., Spires, H., & Lester, J. (2012). Enhancing 5th graders' science content knowledge and self-efficacy through game-based learning. Computers and Education, 59(2), 497-504. http://dx.doi.org/10.1016/j.compedu.2011.12.019
Spires, H., Oliver, K. & Corn, J. (2011). The new learning ecology of 1:1 computing environments: Preparing teachers for shifting dynamics & relationships. Journal of Digital Learning and Teacher Education, 28 (2), 63-72.
Spires, H., Rowe, J.P., Mott, B.W., & Lester, J.C. (2011). Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on science learning outcomes. Journal of Educational Computing Research, 44 (4), 445-464.
Zheng, M., Spires, H., & Meluso, A. (2011). Examining upper elementary students' gameplay experience: A flow theory perspective. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 190-198). Badajoz, Spain: Formatex Research Center.
Spires, H. Zheng, M., Pruden, M. (2011).New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK). In K. Moyle & G. Wijngaards (Eds.), Student reactions to learning with technologies: Perceptions and outcomes (pp. 23-41). Hershey, PA: IGI Global.
Spires, H. & Hervey, L. (2011). Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders? Chronicle of Middle Level Research, 11(2).
Spires, H., & Hervey, L. (2011). New technologies, new pedagogies: Finding the "grail" in higher education. Journal of Leadership Studies, 4(4), 54-56. DOI:1.1002/jls.20194
Zheng, M.., & Spires, H. (2011). Teachers interactions in an online graduate course in Moodle: A social network analysis perspective. Meridian, 13, 2.
Lee, J. K., & Spires, H. (2009).What students think about technology and academic engagement in school: Implications for middle grades teaching and learning.Association for the Advancement of Computing in Education (AACE) Journal, 17(2), 61-81.
Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. (2009).Toward a new learning ecology: Teaching and learning in 1:1 learning environments. Friday Institute White Paper Series. NC State University: Raleigh, NC.
Hervey, L., Spires, H.A., & Zhang, J. (2009).The awakening of adolescent education in the peoples republic of China. In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents, (vol. 7, pp. 97-114). The Handbook of Research in Middle Level Education Series. Information Age Publishing: Greenwich, CT.
Thornburg, A. & Spires, H. A. (2009). Educating young adolescents in the Republic of Ireland: Towards a new young Ireland. In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents, (vol. 7, pp. 287-311). The Handbook of Research in Middle Level Education Series. Information Age Publishing: Greenwich, CT.
Spires, H. & Morris, G. (2008). New media literacies, student-generated content, and the YouTube aesthetic. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4409-4418). Chesapeake, VA: AACE.
Spires, H., Turner, K. & Lester, J. (2008). Twenty-first century skills and game-based learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5438-5443). Chesapeake, VA: AACE.
Spires, H., Lee, J., Turner, K., & Johnson, J. (2008). Having our say: Middle grades students' perspectives on school, technologies, and academic engagement. Journal of Research in Technology in Education. 40 (4), 497-515.
Spires, H.A. (2008). 21st century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious educational games (pps. 13-23). Rotterdam, The Netherlands: Sense Publishing.
Spires, H., Lee, J., & Lester, J. (2008). The 21st century learner and game-based learning. Meridian 11(1).
Spires, H., Wiebe, E., Emer, P., & Rindos, A. (2006).Twenty-first century teaching and learning for rural and underserved schools districts: Catalyzing innovation through a service delivery technology platform. Proceedings of the 17th International Conference on Society for Information Technology and Teacher Education,†Norfolk, VA: Association for the Advancement of Computing in Education.
Soule, H., & Spires, H. (2006). (Co-Eds.). Threshold: New Literacies for a Changing World, 3(4).
Cuper, P. & Spires, H.A. (2004). Enhancing adolescent engagement with young adult literature through web-based strategies. The Chronicle of Middle Level Education Research, 4(3).
Spires, H., Frye, D., & Pittman, M. (2004).Taking Up Innovation: An Emerging Role for Educational Researchers. Proceedings of the Society for Information Technology and Teacher Education International Conference 2004 (1), 1408-1412.
Spires, H.A., (2003). Promoting text engagement through reader-generated elaborations. In E. Paulson, M. lane, S. Biggs, & T. Bullock, (Eds.), College reading research and practice. International Reading Association: Newark, DE.
O'Steen, B., Cuper, P., Spires, H., Beal, C. & Pope, C. (2002). Curriculum integration: Theory, practice, and research for a sustainable future. In V. Anfara & S. Stacki, (Eds.), Middle school curriculum, instruction, and assessment (pp. 1-22). NMSA/Information Age Publishing: Greenwich, CT.
Spires, H. A. & Cuper, P. (2002). Literacy junction: Cultivating adolescent literature engagement through web optionality. Reading Online. Newark, DE: International Reading Association.
Spires, H.A. & Estes, T. (2002).Reading in web-based learning environments. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 115-125). Guilford Press: New York.
Spires, H. A., Cuper, P. (2002). Literacy junction: Exploring adolescent identity and social agency on the web. In J. Price, D. Willis, & N. Davis, (Eds.), Proceedings of the 13 International Conference for the Society for Information Technology & Teacher Education. Norfolk, VA: Association for the Advancement of Computing in Education.
Mayer, R., Moreno, R., Spires, H.A., & Lester, J. (2001).The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19(1), 177-213.
Spires, H. A., Cuper, P., & Crissman, C. (2001, March).Literacy junction: Exploring narrative theory and books for youth in a cyberworld.Proceedings of the 12th International Conference for the Society for Information Technology & Teacher Education, Orlando, FL.
Spires, H. A., Mason, C., Crissman, C. & Jackson, A. (2001). Exploring the academic self within an electronic mail environment. Research and Teaching in Developmental Education. 17, 5-14.
Walker, M.M., Spires, H.A., & Rastatter, M.P. (2001). Hemispheric processing characteristics for lexical decisions in adults with reading disorders. Perceptual and Motor Skills, 92, 273-287.
Crissman, C., Spires, H.A., Pope, C.A., & Beal, C. (2000).Creating pathways of change: One school begins the journey. Urban Education, 35, 104-120.
Spires, H.A., Pope, C.A., Crissman, C., & Beal, C. (1999). Reculturing teacher education: One college begins the journey. Action in Teacher Education, 21.
Donley, J., & Spires, H.A. (1999). Effects of instructional context on academic performance and self-regulated learning in underprepared college students. Research and Teaching in Developmental Education, 16, 23-32.
Spires, H.A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90, 249-260.
Spires, H.A., Williams, J., Jackson, A., & Huffman, L. (1998). Leveling the academic playing field through autobiographical reading and writing. Journal of Adolescent and Adult Literacy, 42, 296-304.
Pope, C. & Spires, H. A. (1996). The NC State University middle years teacher education program: Changing from the inside out. New Directions, II, 3.
Spires, H.A., Huffman, L., Honeycutt, R., & Barrow, H. (1995). Socializing students to hear their academic voices with literature. Journal of Reading, 38, 340-345.
Gallini, J., & Spires, H.A. (1995). Macro-based, micro-based, and combined strategies in text processing. Reading Psychology: An International Quarterly, 16, 21-41.
Huffman, L., & Spires, H.A. (1994). Effects of explicit instruction on sixth graders' lecture comprehension and attitudes toward notetaking. Reading Improvement, 31, 72-76.
Spires, H. A. (1993). Learning from a lecture: Effects of comprehension monitoring. Reading Research and Instruction, 32, 19-30.
Gallini, J., Spires, H., Terry, S., & Gleaton, J. (1993). The influence of macro and micro-level cognitive strategies training on the prose learning process. Journal of Research and Development in Education, 26, 164-178.
Spires, H. A., Huntley-Johnston, L., & Huffman, L. (1993). Developing a critical stance with text through reading, writing, and speaking. Journal of Reading, 37, 2-9.
Spires, H. A. (1992). Effects of explicit comprehension instruction on reading to learn. In F. Satow & Gatherer, B. (Eds.), Literacy without frontiers (pp.114-123). Edinburgh, Scotland: United Kingdom Reading Association.
Spires, H.A., Gallini, J.K., & Riggsbee, J. (1992). Effects of schema-based and text structure-based cues on prose comprehension in fourth graders. Journal of Experimental Education, 60, 307-320. DOI: 10.1080/00220973.1992.9943868
Spires, H. A. (1992). Promoting text engagement through reader-generated elaborations. Forum for Reading, 23, 22-32.
Martorella, P., & Spires, H. A. (1992). Minding metaphors: Instructional strategies for production and comprehension. Teaching Thinking and Problem Solving, 14, 1-5.
Spires, H. A. (1992). Using writing to explore academic self-perceptions. Journal of Reading, 35, 582-583.
Gallini, J., & Spires, H. A. (1992). The influence of anaphoric relations and departures from story grammar structure on text processing. Reading Psychology: An International Quarterly, 13, 107-130.
Spires, H. A. (1992). [Book review: Metacognition and reading comprehension].Reading Psychology: An International Quarterly, 13, 76-81.
Spires, H.A. (1991). The reading professional and certification: A view from the south. The Literacy Professional, 1 (2), 1.
Spires, H. A., & Schmelzer, R. (1990). Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction. Research and Teaching in Developmental Education, 7, 19-24.
Spires, H. A. (1990). Metacognition and reading: Implications for instruction. Reading, 24, 151-156.
Spires, H. A. (1989). Metacognitive processes of reading: A review of research. Contemporary Issues in Reading, 5, 25-32.
Spires, H. A., & Stone, D. (1989). Directed notetaking activity: A self-questioning approach. Journal of Reading, 33, 36-39.
Spires, H. A., & Gallini, J.K. (1988). Effects of meta-adjunct questions on macrolevel processing. Journal of Experimental Education, 56, 104-110.
Spires, H. A. (1988). Preserving the reading habit: A case for the young adult novel. North Carolina English Teacher, 45, 22-23.
Brozo, W.G., Schmelzer, R.V., & Spires, H. A. (1984). A study of test-wiseness clues in college and university teacher-made tests. Journal of Learning Skills, 3, 56-68.
Brozo, W.G., Schmelzer, R.V., & Spires, H.A. (1983). The beneficial effect of chunking on good reader's comprehension of expository prose. Journal of Reading, 26, 442-445.
Brozo, W.G., Schmelzer, R.V., & Spires, H.A. (1983). The reading anxiety scale: A better predictor of college reading achievement. Journal of Learning Skills, 2, 22-23.
Spires, H., Kerkhoff, S., & Graham, A. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent and Adult Literacy, 60(2), 151-161.
Pruden, M., Kerkhoff, S., Spires, H., & Lester, J. (2016). Enhancing writing achievement through a digital learning environment: Case studies of three struggling adolescent male writers. Reading and Writing Quarterly: Overcoming Learning Difficulties.
Spires, H., & Kerkhoff, S. (in press). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed.). Charlotte, NC: Information Age Publishing.
Spires, H. & Lester, J. (2016). Game-based learning: Creating a multidisciplinary community of inquiry. On the Horizon, 24(1), 88-93.
Kerkhoff, S. & Spires, H. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2).
Spires, H. (2015). Digital game-based learning: What's literacy got to do with it? Journal of Adolescent and Adult Literacy, 59(2), 25-30.
Spires, H. & Bartels, J. (2015). Digital engagement and literacy in business education. In K. V. Hemby & R. E. Grub, (Eds.), Recent and projected technology trends affecting business education (pp. 211-225). 2015 National Business Education Yearbook. Reston, VA: National Business Education Association. (Invited Chapter)
Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portrait of a one-to-one learning environment within a new learning ecology. International Journal of Learning, Teaching, and Educational Research, 10(3), 78-101.
Spires, H., Zheng, M., & Bartlett, M. (2015). Digital gameplay: Effects on young adolescents' science content learning. In K. Malu & M.B. Schaefer, (Eds.), Research on teaching and learning with the literacies of young adolescents (Vol. 10, pp. 75-95). Handbook of research in middle level education. Charlotte, NC: Information Age Publishing.
Zheng, M. & Spires, H., (2014). Fifth graders' flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5(2), 73-91.
Lester, J., Spires, H., Nietfeld, J., Minogue, J., Mott, B., & Lobeni, E. (2014). Designing game-based learning environments for elementary science education: A narrative centered learning perspective. Information Sciences, 264, 4-18. See http://www.sciencedirect.com/science/article/pii/S0020025513006385
Spires, H., Hervey, L., & Watson, T. (2013). Scaffolding the TPACK framework in reading and language arts: New literacies, new minds. In C.A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33-61).Charlotte, NC: Information Age Publishing.
Manfra, M., & Spires, H. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4). Retrieved from http://www.citejournal.org/vol13/iss4/general/article1.cfm
Page, S., & Charland, M., Scott, A., & Spires, H. (2013). Embracing project-based inquiry with emerging technologies in the multi-age classroom. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative & successful practices for student engagement, empowerment, and motivation. Lanham, MD: Rowan & Littlefield.
Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle school students read, write, and create videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493. doi: http://onlinelibrary.wiley.com/doi/10.1002/JAAL.00058/pdf
Spires, H., Morris, G., & Zhang, J. (2012). New literacies and emerging technologies: Perspectives from middle grade teachers in the US and China. Research in Middle Level Education, 35(10), 1-11.
Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education,12(2). Retrieved from http://www.citejournal.org/vol12/iss2/currentpractice/article1.cfm (Reprint of the Friday Institute White Paper. NC State University: Raleigh, NC.)
Meluso, A., Zheng, M., Spires, H., & Lester, J. (2012). Enhancing 5th graders' science content knowledge and self-efficacy through game-based learning. Computers and Education, 59(2), 497-504. http://dx.doi.org/10.1016/j.compedu.2011.12.019
Spires, H., Oliver, K. & Corn, J. (2011). The new learning ecology of 1:1 computing environments: Preparing teachers for shifting dynamics & relationships. Journal of Digital Learning and Teacher Education, 28 (2), 63-72.
Spires, H., Rowe, J.P., Mott, B.W., & Lester, J.C. (2011). Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on science learning outcomes. Journal of Educational Computing Research, 44 (4), 445-464.
Zheng, M., Spires, H., & Meluso, A. (2011). Examining upper elementary students' gameplay experience: A flow theory perspective. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 190-198). Badajoz, Spain: Formatex Research Center.
Spires, H. Zheng, M., Pruden, M. (2011).New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK). In K. Moyle & G. Wijngaards (Eds.), Student reactions to learning with technologies: Perceptions and outcomes (pp. 23-41). Hershey, PA: IGI Global.
Spires, H. & Hervey, L. (2011). Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders? Chronicle of Middle Level Research, 11(2).
Spires, H., & Hervey, L. (2011). New technologies, new pedagogies: Finding the "grail" in higher education. Journal of Leadership Studies, 4(4), 54-56. DOI:1.1002/jls.20194
Zheng, M.., & Spires, H. (2011). Teachers interactions in an online graduate course in Moodle: A social network analysis perspective. Meridian, 13, 2.
Lee, J. K., & Spires, H. (2009).What students think about technology and academic engagement in school: Implications for middle grades teaching and learning.Association for the Advancement of Computing in Education (AACE) Journal, 17(2), 61-81.
Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. (2009).Toward a new learning ecology: Teaching and learning in 1:1 learning environments. Friday Institute White Paper Series. NC State University: Raleigh, NC.
Hervey, L., Spires, H.A., & Zhang, J. (2009).The awakening of adolescent education in the peoples republic of China. In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents, (vol. 7, pp. 97-114). The Handbook of Research in Middle Level Education Series. Information Age Publishing: Greenwich, CT.
Thornburg, A. & Spires, H. A. (2009). Educating young adolescents in the Republic of Ireland: Towards a new young Ireland. In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents, (vol. 7, pp. 287-311). The Handbook of Research in Middle Level Education Series. Information Age Publishing: Greenwich, CT.
Spires, H. & Morris, G. (2008). New media literacies, student-generated content, and the YouTube aesthetic. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4409-4418). Chesapeake, VA: AACE.
Spires, H., Turner, K. & Lester, J. (2008). Twenty-first century skills and game-based learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5438-5443). Chesapeake, VA: AACE.
Spires, H., Lee, J., Turner, K., & Johnson, J. (2008). Having our say: Middle grades students' perspectives on school, technologies, and academic engagement. Journal of Research in Technology in Education. 40 (4), 497-515.
Spires, H.A. (2008). 21st century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious educational games (pps. 13-23). Rotterdam, The Netherlands: Sense Publishing.
Spires, H., Lee, J., & Lester, J. (2008). The 21st century learner and game-based learning. Meridian 11(1).
Spires, H., Wiebe, E., Emer, P., & Rindos, A. (2006).Twenty-first century teaching and learning for rural and underserved schools districts: Catalyzing innovation through a service delivery technology platform. Proceedings of the 17th International Conference on Society for Information Technology and Teacher Education,†Norfolk, VA: Association for the Advancement of Computing in Education.
Soule, H., & Spires, H. (2006). (Co-Eds.). Threshold: New Literacies for a Changing World, 3(4).
Cuper, P. & Spires, H.A. (2004). Enhancing adolescent engagement with young adult literature through web-based strategies. The Chronicle of Middle Level Education Research, 4(3).
Spires, H., Frye, D., & Pittman, M. (2004).Taking Up Innovation: An Emerging Role for Educational Researchers. Proceedings of the Society for Information Technology and Teacher Education International Conference 2004 (1), 1408-1412.
Spires, H.A., (2003). Promoting text engagement through reader-generated elaborations. In E. Paulson, M. lane, S. Biggs, & T. Bullock, (Eds.), College reading research and practice. International Reading Association: Newark, DE.
O'Steen, B., Cuper, P., Spires, H., Beal, C. & Pope, C. (2002). Curriculum integration: Theory, practice, and research for a sustainable future. In V. Anfara & S. Stacki, (Eds.), Middle school curriculum, instruction, and assessment (pp. 1-22). NMSA/Information Age Publishing: Greenwich, CT.
Spires, H. A. & Cuper, P. (2002). Literacy junction: Cultivating adolescent literature engagement through web optionality. Reading Online. Newark, DE: International Reading Association.
Spires, H.A. & Estes, T. (2002).Reading in web-based learning environments. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 115-125). Guilford Press: New York.
Spires, H. A., Cuper, P. (2002). Literacy junction: Exploring adolescent identity and social agency on the web. In J. Price, D. Willis, & N. Davis, (Eds.), Proceedings of the 13 International Conference for the Society for Information Technology & Teacher Education. Norfolk, VA: Association for the Advancement of Computing in Education.
Mayer, R., Moreno, R., Spires, H.A., & Lester, J. (2001).The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19(1), 177-213.
Spires, H. A., Cuper, P., & Crissman, C. (2001, March).Literacy junction: Exploring narrative theory and books for youth in a cyberworld.Proceedings of the 12th International Conference for the Society for Information Technology & Teacher Education, Orlando, FL.
Spires, H. A., Mason, C., Crissman, C. & Jackson, A. (2001). Exploring the academic self within an electronic mail environment. Research and Teaching in Developmental Education. 17, 5-14.
Walker, M.M., Spires, H.A., & Rastatter, M.P. (2001). Hemispheric processing characteristics for lexical decisions in adults with reading disorders. Perceptual and Motor Skills, 92, 273-287.
Crissman, C., Spires, H.A., Pope, C.A., & Beal, C. (2000).Creating pathways of change: One school begins the journey. Urban Education, 35, 104-120.
Spires, H.A., Pope, C.A., Crissman, C., & Beal, C. (1999). Reculturing teacher education: One college begins the journey. Action in Teacher Education, 21.
Donley, J., & Spires, H.A. (1999). Effects of instructional context on academic performance and self-regulated learning in underprepared college students. Research and Teaching in Developmental Education, 16, 23-32.
Spires, H.A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90, 249-260.
Spires, H.A., Williams, J., Jackson, A., & Huffman, L. (1998). Leveling the academic playing field through autobiographical reading and writing. Journal of Adolescent and Adult Literacy, 42, 296-304.
Pope, C. & Spires, H. A. (1996). The NC State University middle years teacher education program: Changing from the inside out. New Directions, II, 3.
Spires, H.A., Huffman, L., Honeycutt, R., & Barrow, H. (1995). Socializing students to hear their academic voices with literature. Journal of Reading, 38, 340-345.
Gallini, J., & Spires, H.A. (1995). Macro-based, micro-based, and combined strategies in text processing. Reading Psychology: An International Quarterly, 16, 21-41.
Huffman, L., & Spires, H.A. (1994). Effects of explicit instruction on sixth graders' lecture comprehension and attitudes toward notetaking. Reading Improvement, 31, 72-76.
Spires, H. A. (1993). Learning from a lecture: Effects of comprehension monitoring. Reading Research and Instruction, 32, 19-30.
Gallini, J., Spires, H., Terry, S., & Gleaton, J. (1993). The influence of macro and micro-level cognitive strategies training on the prose learning process. Journal of Research and Development in Education, 26, 164-178.
Spires, H. A., Huntley-Johnston, L., & Huffman, L. (1993). Developing a critical stance with text through reading, writing, and speaking. Journal of Reading, 37, 2-9.
Spires, H. A. (1992). Effects of explicit comprehension instruction on reading to learn. In F. Satow & Gatherer, B. (Eds.), Literacy without frontiers (pp.114-123). Edinburgh, Scotland: United Kingdom Reading Association.
Spires, H.A., Gallini, J.K., & Riggsbee, J. (1992). Effects of schema-based and text structure-based cues on prose comprehension in fourth graders. Journal of Experimental Education, 60, 307-320. DOI: 10.1080/00220973.1992.9943868
Spires, H. A. (1992). Promoting text engagement through reader-generated elaborations. Forum for Reading, 23, 22-32.
Martorella, P., & Spires, H. A. (1992). Minding metaphors: Instructional strategies for production and comprehension. Teaching Thinking and Problem Solving, 14, 1-5.
Spires, H. A. (1992). Using writing to explore academic self-perceptions. Journal of Reading, 35, 582-583.
Gallini, J., & Spires, H. A. (1992). The influence of anaphoric relations and departures from story grammar structure on text processing. Reading Psychology: An International Quarterly, 13, 107-130.
Spires, H. A. (1992). [Book review: Metacognition and reading comprehension].Reading Psychology: An International Quarterly, 13, 76-81.
Spires, H.A. (1991). The reading professional and certification: A view from the south. The Literacy Professional, 1 (2), 1.
Spires, H. A., & Schmelzer, R. (1990). Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction. Research and Teaching in Developmental Education, 7, 19-24.
Spires, H. A. (1990). Metacognition and reading: Implications for instruction. Reading, 24, 151-156.
Spires, H. A. (1989). Metacognitive processes of reading: A review of research. Contemporary Issues in Reading, 5, 25-32.
Spires, H. A., & Stone, D. (1989). Directed notetaking activity: A self-questioning approach. Journal of Reading, 33, 36-39.
Spires, H. A., & Gallini, J.K. (1988). Effects of meta-adjunct questions on macrolevel processing. Journal of Experimental Education, 56, 104-110.
Spires, H. A. (1988). Preserving the reading habit: A case for the young adult novel. North Carolina English Teacher, 45, 22-23.
Brozo, W.G., Schmelzer, R.V., & Spires, H. A. (1984). A study of test-wiseness clues in college and university teacher-made tests. Journal of Learning Skills, 3, 56-68.
Brozo, W.G., Schmelzer, R.V., & Spires, H.A. (1983). The beneficial effect of chunking on good reader's comprehension of expository prose. Journal of Reading, 26, 442-445.
Brozo, W.G., Schmelzer, R.V., & Spires, H.A. (1983). The reading anxiety scale: A better predictor of college reading achievement. Journal of Learning Skills, 2, 22-23.