Carrie Blosser Scheckelhoff
Department of Education
Carrie is a reading teacher and literacy teacher educator. She has taught first grade (Maracaibo, Venezuela) and grades 5-8 reading intervention and special education (Creston, Ohio). She is trained in Orton Gillingham reading intervention. Carrie has taught a variety of literacy methods, reading intervention, assessment, and research design courses since 1994. Her research interests focus on struggling readers and the use of multimedia performative ethnography to tell their stories.
- Ph.D., Reading Education, The Ohio State University, 1997
- MA, Reading, The Ohio State University, 1994
- BA, Education, Hiram College, 1989
Research, Creative, & Professional Work
- Struggling Readers and Reading Intervention
- Arts Based Research Methodologies including Multimedia Performative Ethnography
- Technology supports for Literacy Teacher Education and Literacy Instruction
- Constable, S., Scheckelhoff, C., & Jasinski Schneider, J. (2022): From Ephemeral Content to Twitterati: The trends and truncation of Science of Reading Research. Multimedia Poster Presentation. Literacy Research Association. Phoenix, AZ.
- Scheckelhoff, C. (2020). Children’s literature for Social Emotional Learning: Preservice Teacher Collaborative Inquiry. In Schneider, J., Scheckelhoff, C., Constable, S., McCarthy, L., Persohn, L., & Frier, A,. Alternative Session - We are in a book! In Defense of Books, Children, and Reading. Literacy Research Association. Virtual Platform. This Alternative Session won LRA Best Paper Award – Teacher Education.
- Schneider, J., Constable, S., & Scheckelhoff, C. (2020). Maternal Theory and the Shaping of Literacy Assessment and Education: Anger in the Interstices. Literacy Research Association Virtual Poster.
- Scheckelhoff, C. (2018). Why Ben Can’t Read. Performed in Schneider, J., Scheckelhoff, C., Constable, S., Ally, M. Hagge, J., Krause, M., Noel, L., Lovering Powell, R., Rose, C, Smith P., Swann, N., Teston, M., & Pennington, S. 12 Angry Moms: Positioned Against Ourselves as Parents and Literacy Educators Alternative Format Session. Literacy Research Association. Indian Wells, CA.
- Scheckelhoff, C., Schneider, J. & Constable, S. (June, 2018). Yet They Persisted: An experiment in performed multimedia autoethnography to explore advocacy, mothering/parenting, and schools. International Congress of Qualitative Inquiry, Urbana-Champaign.
- Scheckelhoff, C. (June, 2017). “Am I stupid?”: Performed multimedia ethnography of an at-risk reader. International Congress of Qualitative Inquiry, Urbana-Champaign.
- Kelly, J., Scheckelhoff, C., & Smith, J. (2017). I Teach, Therefore iPad: Improving Asynchronous Learning Through Formative Assessment. In Wilder, H., & Ferris, S. (Eds.) Unplugging the Classroom: Teaching with Technologies to Promote Students’ Lifelong learning expertise and professional exploration. Elsevier Publishing.
- Scheckelhoff, C. & Constable, S. (2016). Analyzing Dramaturgical Texts. Presented within Multimodal Data Analysis: A Curated, Open-Access Collection of Methodologies for Analyzing Digital, Visual, Gestural, and Filmatic Texts. Literacy Research Association. Nashville, TN.
- Scheckelhoff, C., Schneider, J., & Constable, S. (2015). Ben’s Twice Told Tale: Using drama to provoke preservice teachers’ interpretative readings of student data. Symposium presented at the annual meeting of the Literacy Research Association. Carlsbad, CA.
- Kelly, J., Scheckelhoff, C., & Smith, J. (June, 2015). Transformative Potential of Blended Instruction: Moving beyond our PJs. Paper Presented Lily Conference on University and College Teaching, Bethesda, MD.
Affiliations & Awards
- Member - International Dyslexia Association
- Member - Literacy Research Association
- 2020 Literacy Research Association Best Paper Award for Schneider, J., Scheckelhoff, C., Constable, S., McCarthy, L., Persohn, L., & Frier, A,. Alternative Session - We are in a book! In Defense of Books, Children, and Reading. Literacy Research Association.