Grace Enriquez

Refereed Journal Articles

• Enriquez, G., & Wager, A. C. (2018). The reader, the text, the performance: Opening spaces for the performing arts as reader response. Voices from the Middle, 26(1), 21-25.
• Enriquez, G., Clark, S. R., & Della Calce, J. (2017). Using children’s literature for dynamic learning frames and growth mindsets. The Reading Teacher, 70(6), 711-719.
• Enriquez, G. (2014). Critiquing social justice picturebooks: Teachers’ critical literacy reader responses. New England Reading Association Journal. 50(1), 27-37.
• Enriquez, G., & Shulman-Kumin, A. (2014). Searching for “truth”: Using children’s nonfiction for social justice and Common Core goals. Journal of Children’s Literature, 40(2), 16-25.
• Enriquez, G. (2014). Embodiments of “struggle”: Examining the melancholy, loss, and interactions with print of two adolescent “struggling readers.” Anthropology & Education Quarterly, 45(1), 105-122.
• Enriquez, G. (2013). "But they won't let you read": A case study of an urban middle school male's response to school reading. Journal of Education (Early Career Scholars issue), 193(1), 35-46.
• Cunningham, K., & Enriquez, G. (2013). Bridging Core readiness with social justice through picture books. New England Reading Association Journal, 48(2), 28-37. 
• Enriquez, G. (2011). Embodying exclusion: The daily melancholia and performative  politics of struggling early adolescent readers. English Teaching: Practice and Critique, 10(3), 90-112.
• Enriquez, G., Jones, S., & Clarke, L. W. (2010). Turning around our perceptions and practices, then our readers. The Reading Teacher, 64(1), 73–76.
• Jones, S., & Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly, 44(2), 145-168.

Books

• Clarke, L. W., Wager, A. C., & Enriquez, G. (forthcoming). The reading turn-around with emergent bilingual children: A five-part framework for differentiated instruction. New York: Teachers College Press.
• Enriquez, G., Johnson, E., Kontovourki, S., & Mallozzi, C. (Eds.) (2016). Literacies, learning, and the body: Bringing theory and research into pedagogical practice. New York: Routledge.
• Jones, S., Clarke, L., & Enriquez, G. (2010). The reading turn-around: A five-part framework for differentiated instruction. New York: Teachers College Press.

Book Chapters

• Cunningham, K., & Enriquez, G. (2018). Picturebook illustrations: Powerful pathways for literacy learning and language acquisition. In B. Berriz, A. Wager, & V. Poey (Eds.), Art as a way of talking for emergent bilingual youth: A foundation for literacy in preK-12 schools (pp. 144-165). New York: Routledge.
• Enriquez, G. (2016). Reader response and embodied performance: Body-poems as performative response and performativity. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Mallozzi (Eds.), Literacies, learning, and the body: Putting theory and research into pedagogical practice. New York: Routledge.