Antony T. Smith, Ph.D.

Preferred name: Tony

Professor

Antony T. Smith, Ph.D.

Preferred name: Tony

Professor

Education

  • Ph.D., Curriculum and Instruction, University of Washington Seattle
  • M.Ed., Elementary Education, University of Washington Seattle
  • Post-Baccalaureate, Russian Language and Literature, St. Petersburg Institute of Finance and Economics
  • B.A., English Literature and Russian Language, University of Oregon

Courses

  • BEDUC 250 Topics in Education and Popular Culture: Banned Books and Controversial Topics in Children’s Literature and Young Adult Fiction
  • BEDUC 250 Topics in Education and Popular Culture: Adolescent Literacy, Graphic Novels, and Young Adult Fiction
  • BEDUC 409 Knowing, Teaching, and Assessing in: Reading, Writing and Communication
  • BEDUC 410 Knowing, Teaching, and Assessing in: Reading, Writing and Communication
  • BEDUC 501 Inquiry in Education

Teaching Interests

Literacy, reading, literature, reading assessment and instruction, writing process, writing assessment

Research and Scholarship Interests

Literacy assessment and instruction, vocabulary, content-area literacy, reading comprehension

Creative Interests

Reading, cooking, creative writing, travel

  • Minnery A., & Smith, A. T. (2024)*. A cyclical model of literacy learning: Expanding the gradual release of responsibility. Teachers College Press.
  • Hintz, A., Smith, A. T., & Wu, M.-M. (2023). Reading by numbers: Four kinds of books you can count on. School Library Journal 69(8), 37-40.
  • Hintz, A., & Smith, A. T. (2022)*. Mathematizing children’s literature: Sparking connections, joy, and wonder through read-alouds and discussion. Portland, ME: Stenhouse.
  • Smith, A. T. (2022)*. Benevolence or bitterness. In J. Hansen and I. Nilsson (Eds). Critical storytelling: Experiences of power abuse in academia. Leiden, Netherlands: Brill.
  • Hintz, A., Smith, A. T., Gray, K., Gannon, E., & Wishart, A. (2020)*. Story Time STEM: Nurturing children’s joy and wonder through shared reading experiences. Young Children, 75(2), 30–35.
  • Minnery, A., & Smith, A. T. (2018)*. Close sentence reading to foster decoding and comprehension. The Reading Teacher, 71(6), 743-748.
  • Feldman, D., Smith, A. T., & Waxman, B. (2017)*. Why we drop out: Understanding and disrupting student pathways to leaving school. New York: Teachers College Press.
  • Hintz, A., & Smith, A. T. (2016)*. How hungry was the caterpillar? Using student work to understand and support mathematical learning.
  • Educational Leadership 73(7) (online).
    Hintz, A., & Smith, A. T. (2014)*. Mathematizing read-alouds: Exploring concepts through discussion. Oklahoma Reader, 50(2), 6-11.
  • Hintz, A., & Smith, A. T. (2013)*. Mathematizing read-alouds in three easy steps. The Reading Teacher, 67(2), 103-108.
  • Smith, A. T., & Angotti, R. (2012)*. So many words! Planning for content-area vocabulary instruction. Voices from the Middle, 19(4), 43-51.
  • Smith, A. T. (2012)*. Middle school literacy coaching from the coach’s perspective. Research in Middle Level Education Online, 35(5), 1-16.
  • Smith, A. T., & Place, N.A. (2011)*. Fostering teaching and learning through an inquiry-based literacy course. New Educator, 7(4), 1-20.
  • Smith, A. T. (2010)*. The middle school literacy coach: Navigating multiple contexts. In K. F. Malu (Ed.), Voices from the middle: Narratives for, by, and about the middle level community (pp. 213-235). Charlotte, NC: Information Age Publishing.
  • Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010)*. Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.
  • Smith, A. T. (2008). What schools are for: Stimulating necessary dialogue for the reconstruction of schools in our democracy. Journal of Educational Controversy, 2(3).
  • Smith, A. T. (2007)*. The middle school literacy coach: Considering roles in context. 56th yearbook of the National Reading Conference (pp. 53-67). Oak Creek, WI: National Reading Conference.
  • Smith, A. T. (2025, December). Complexifying counting books: Exploring theme and number through interactive read-alouds of multicultural children’s literature. Paper presented at the annual joint meeting of the Literacy Research Association, Las Vegas, NV.
  • Smith, A. T. (2025, June). Complexifying counting books: Exploring numbers and concepts through interactive read-alouds. Paper presented at the annual joint meeting of the National Council of Teachers of English and the National Council of Teachers of Mathematics, Chicago, IL.
  • Minnery, A., & Smith, A. T. (2024, December). Cycle of responsibility: A new model for early literacy teaching and learning. Paper presented at the annual meeting of the Literacy Research Association, Atlanta, GA.
  • Brown, S., Hinman, T. B., Smith, A. T, & Hintz, A. (2024, December). Literacy identities: Making good trouble through conversations about diversity, equity, and inclusion. Paper presented at the annual meeting of the Literacy Research Association, Atlanta, GA.
  • Minnery, A., & Smith, A. T. (2024, November). Phoneme Frog: A lively phonemic awareness, phonics, and vocabulary routine. Classroom idea exchange presented at the annual meeting of the National Council of Teachers of English, Boston, MA.
  • Minnery, A., & Smith, A. T. (2024, November). Expanding the gradual release of responsibility: A new model. Poster presented at the annual meeting of the National Council of Teachers of English, Boston, MA.
  • Hintz, A., Smith, A. T., Seitz, K., Nuese, E., & Carrasquilla, M. (2023, October). Mathematizing children’s literature: Nurturing students’ sense of belonging through read-alouds. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Washington, DC.
  • Brown, S., Hinman, T. B., Smith, A. T, & Hintz, A. (2022, December). Navigating conversations together around DEI: Applying Gee’s discourse analysis approach to adults and children. Paper presented at the annual meeting of the Literacy Research Association, Phoenix, AZ.
  • Smith, A. T., & Hintz, A. (2022, November). Learning together as educators: Supporting teacher learning through mathematizing children’s literature. Paper presented at the annual meeting of the Conference on English Leadership, Anaheim, CA.
  • Smith, A. T., & Hintz, A. (2022, November). Mathematizing children’s literature: Sparking connections, joy, and wonder through read-alouds and discussion. Paper presented at the annual meeting of the National Council of Teachers of English, Anaheim, CA.
  • Hintz, A., & Smith, A. T. (2022, September). Mathematizing children’s literature: Sparking connections, joy, and wonder through read-alouds and discussion. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Los Angeles, CA.
  • Smith, A. T., & Hintz, A. (2021, December). Story Time STEM: Building understanding and exploring diversity through mathematized read-alouds. Paper presented at the annual meeting of the Literacy Research Association, Atlanta, GA.
  • Hintz, A., & Smith, A.T, (2021, November). Mathematizing children’s literature: Building on family knowledge and cultural ways of being. Paper presented at the National Council of Teachers of Mathematics Regional Conference (online).
  • Minnery, A., & Smith, A. T. (2019, December). Challenging and supporting young readers to engage with complex text. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.
  • Smith, A. T., & Hintz, A. (2019, December). Exploring disciplinary literacy through shared reading experiences. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.
  • Smith, A. T., & Hintz, A. (2019, April). Story Time STEM: Disciplinary learning through shared reading experiences. Poster presentation in an interactive poster session, Weaving Stories into STEM Learning, presented annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
  • Hintz, A., Smith, A. T., Gray, K, & Gannon, E. (2018, April). Story time STEM: Disciplinary learning through shared reading experiences. Poster presented at the National Council of Teachers of Mathematics Research Conference, Washington D.C.
  •  Hintz, A., Smith, A.T., Gray, K., & Gannon, E. (2018, April). Supporting early mathematics through children’s literature. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Washington, D.C.
  •  Smith, A. T., & Townsend, D. (2017, December). Academic language in math and science. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.
  • Minnery, A., Mohr, L., & Smith, A. T. (2017, December). More than decoding: Engaging young readers in productive struggle. Paper presented at the annual meeting of the Washington Educational Research Association, Seatac, WA.
  • Smith, A. T., Feldman, D., & Waxman, B. (2017, November). “I hate reading out loud:” Disconnected youth perspectives on literacy learning. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.
  • Hintz, A., & Smith, A. T. (2017, July). Story Time STEM: Mathematizing children’s literature. Paper and interactive workshop presented at the annual meeting of the International Literacy Association, Orlando, FL.