Diane Lapp, Ed.D.

Diane Lapp

Professor Emerita & Albert W. Johnson Distinguished Professor
School of Teacher Education

SDSU

Email

Primary Email: [email protected]

Phone/Fax

Primary Phone: 619-594-6146
Fax: 619-594-7828

Building/Location

Lamden Hall - 207A
Mail Code: 1153

Files

Bio

Diane Lapp, EdD, Distinguished Professor of Education in the Department of Teacher Education at San Diego State University, has taught in elementary, middle school, and currently in high school as an 11th & 12th grade English teacher. Her major areas of research and instruction regard issues related to struggling readers and writers who live in economically deprived urban settings, their families, and their teachers. Dr. Lapp who directs and teaches field based preservice and graduate programs and courses was the coeditor of California’s literacy journal The California Reader from 1999-2007. She has also authored, coauthored and edited many articles, columns, texts, handbooks and children’s materials on reading and language arts issues. These include the following: Teaching Reading to Every Child, a reading methods textbook in its fourth edition; A second methods text, Content Reading & Learning (3rd.ed.), Accommodating Language Differences Among English Language Learners: 75 Strategy Lessons (2nd edition) The Handbook of Research in Teaching the English Language Arts, (2nd.ed)  The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (Vol. 1 &2) and Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. She has also chaired and co chaired several IRA and NRC committees. Her many educational awards include being named as the Outstanding Teacher Educator and Faculty Member in the Department of Teacher Education at SDSU, the Distinguished Research Lecturer from SDSU’s Graduate Division of Research, and IRA’s 1996 Outstanding Teacher Educator of the Year. Dr. Lapp is also a member of both the California and the International Reading Halls of Fame.

Personal Biography

I grew up in Warren, Ohio so I have a special fondness for the Great Lakes States. My education after high school was gained at Ohio Northern University, Western Michigan University, and Indiana University. I have had a very happy professional life because I knew since I was a young girl that I wanted to be a teacher and a writer. Given all of the careers that are available to women today, my choice would still be teaching, studying teaching, and writing about it from many vantage points.

Education

  • Ed.D. Indiana University, Bloomington, Indiana?Cognates: Reading/Language and Curriculum
  • M.A. Western Michigan University, Kalamazoo, Michigan?Cognates: Reading Education and Educational Psychology
  • B.S. Ohio Northern University, Ada, Ohio?Cognate: Elementary Education

Responsibilities

At SDSU I direct field based preservice teacher education cohorts of students during their preparation to become teachers. Within this assignment I have an opportunity to teach literacy education methods courses. In addition to modeling how to teach students to read, write, and expand their spoken home discourses I also try to emphasize the power the teacher has, through actions and words, to create a sense of motivation and self efficacy for students. I also teach masters and doctoral courses and have chaired many doctoral studies at SDSU. Before joining the SDSU faculty I was a professor at Boston University where I had similar professional roles.
At Health Sciences High and Middle College (HSHMC) I am a member of the English faculty. I am also developing a tutoring program between a neighborhood elementary school and HSHMC. The goal of this program is to expand the literacies of both groups of students with a primary focus on vocalized language. I am excited about this opportunity because I will spend time at both schools and have opportunities to teach both elementary and high school students and work closely with the teachers at each. Additionally, at HSHMC I also teach students in the Academic Recovery program which is our Response to Intervention initiative.

Awards & Honors

  • 2014 Virginia Hamilton Essay Honor Award for the article, Learning to Talk Like the Test: Guiding Speakers of African American   Vernacular English. Journal of Adolescent and Adult Literacy. 56,8, 634-648.
  • 2013-Recipient of the Monty Award from Alumni Association of San Diego State University. Presented for distinguished professionalism and service.
  • 2011 Recipient of the John Manning Award from The International Reading Association, for Public School Service
  • 2005 Inducted into the International Reading Hall of Fame
  • 2004 California Association of Teachers of English, Classroom Excellence Award
  • 2004 Greater San Diego Reading Association, Celebrate Literacy Service Award
  • 1996 Recipient of The International Reading Association Outstanding Teacher Educator Award (Annual Conference in Atlanta, Georgia).
  • 1993 Honorary Marshall at San Diego State University Graduation (for outstanding service)
  • 1991 Inducted into California Reading Association Hall of Fame.
  • 1990 Meritorious Performance and Professional Promise Award, San Diego State University.
  • 1989 Meritorious Performance and Professional Promise Award, San Diego State University.
  • 1988-1989 University Research Lectureship Award, San Diego State University.
  • 1988 Meritorious Performance and Professional Promise Award, San Diego State University.
  • 1984 Exceptional Merit Scholarship Award, San Diego State University.
  • 1981 Alumni Award, Outstanding Faculty Member, San Diego State University.
  • 1981 Secondary Education, Outstanding Faculty Member, San Diego State University.
  • 1972 Who's Who Among Outstanding Young Women, Indiana University.
  • 1970 Doctoral Dissertation Fellowship, Indiana University.

Courses

Courses Taught

Graduate Courses

  • Classroom Organization and Management
  • Computer Assisted Reading Instruction
  • Diagnosis and Assessment of Reading Disabilities
  • Evaluation and Instructional Design
  • Issues in Curriculum Development
  • Literacy and Language
  • Methods of Teaching Language Arts
  • Methods of Teaching Reading
  • Methods of Teaching Secondary and Adult Reading Instruction
  • Psychological Processes of Reading
  • Psychology of the Young Adult
  • Research in the English Language Arts
  • Research in Reading?
  • Supervision of Teachers of Reading and Language Arts
  • Techniques for Individualizing Classroom Instruction
  • Writing as a Language Process?
  • Master Thesis
  • Doctoral Dissertation 

Undergraduate Courses 

  • Methods of Teaching Elementary Reading and Language Arts
  • Secondary Reading Methods
  • Introduction to Education
  • Curriculum Development
  • Introduction to Educational Psychology
  • Student Teaching Supervision

Research

My major areas of research and instruction regard issues related to struggling readers and writers and their families who live in economically deprived urban settings. My research and publication continue to focus on expanding the personal ideologies and linguistic prowess of students who struggle in school for a myriad of reasons because of their non-mainstream experiences, languages, and literacy needs. As both a teacher educator and a classroom teacher I have the opportunity to provide instruction that supports and expands the existing literacies of students while also preparing teachers who realize that their classrooms will be filled with students who have varied strengths and needs and it is their responsibility and opportunity to teach each of them.

Publications

Selected Publications

The following publications completed in the last ten years, offer a sampling of the articles, chapters, books, and blogs I have authored, coauthored, or edited during my career. The following publications completed in the last five years, offer a sampling of the articles, chapters, and books I have authored, coauthored, or edited during my career. 

Books

Lapp, D. & Fisher, D. (2018). Handbook of research on the teaching of the English language arts.(Eds.) 4th. ed. New York: Routledge.

Lapp,D.,Moss,B., Grant,M., & Johnson, K. (2018). Close reading of complex texts. Grades, 6-8. New York: William Sadlier, Inc.

Lapp,D.,Moss,B., Grant,M., & Johnson, K. (2018). Close reading of complex texts. Grades, 3-5. New York: William Sadlier, Inc.

Lapp, D., Moss, B., Grant, M., & Johnson, K. (2017) Dive into close reading. Strategies for your 3-5 classroom. Huntington Beach, CA: Shell Education.

Lapp, D., Moss, B., Grant, M., & Johnson, K. (2017) Dive into close reading. Strategies for your K-2 classroom. Huntington Beach, CA: Shell Education.

Wolsey, T. D & Lapp, D., (2017). Literacy in the disciplines: A teacher’s guide 5-12. NY: Guilford Publishers.

Lapp, D., Moss, B. Grant, M.C., Johnson, K. (2016). Turning the page on complex Texts: Differentiated scaffolds for close reading instruction. Bloomington, Indiana, Solution Tree Press. 

Fisher, D., Frey, N. & Lapp, D. (2016). Text complexity. Stretching readers with texts and tasks. 2nd. Ed. Thousand Oaks, CA: Corwin.           

Lapp, D., Moss, B., Grant, M. & Johnson, K. (2015). A close look at close reading: Teaching students to analyze complex texts (K-5). Alexandria, VA: ASCD

Moss. B., Lapp, D., Grant, M. & Johnson, K. (2015). A close look at close reading: Teaching students to analyze complex texts (6-12). Alexandria, VA: ASCD

Grant, M., Fisher, D., Lapp, D. (2015). Reading and writing in science: Tools to develop disciplinary literacy.2nd.Ed. Thousand Oaks, CA: Corwin.

Lapp, D., Wolsey, T. D., Wood, K., & Johnson, K. (2015). Mining complex text, grades 6–12: Using and creating graphic organizers to grasp content and share new  understandings. Thousand Oaks, CA: Corwin.

Lapp, D., Wolsey, T. D., & Wood, K. (2015). Mining complex text, grades 2–5: Using and creating graphic organizers to grasp content and share new understandings. Thousand Oaks, CA: Corwin.

Grant, M. C., Fisher, D., and Lapp, D. (2014). Teaching students to think like scientists: Strategies aligned with the common core and next generation science standards. Bloomington, IN:Solution Tree.

Jacobson, J., Johnson, K. & Lapp, D. (2014). L’enseignement efficace d’une language seconde. Canada: Cheneliere Education.

James-Ward, C., Fisher, D., Frey, N., & Lapp, D., (2013). Using data to focus instructional improvement. Alexandria, VA: ASCD.

Fisher, D., Frey, N. and Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Lapp, D. & Moss, B. (2012). (Eds.) Exemplary instruction in the middle grades. New York: Guilford.

Fisher, D., Frey, N. and Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Lapp, D., & Moss, B. (2012). (Eds.) Exemplary instruction in the middle grades. New York: Guilford.

Fisher, D., Frey, N., and Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing texts. Bloomington, IN: Solution Tree Press.

Lapp, D., & Fisher, D. (2011). Handbook of research on the teaching of the English language arts.(Eds.) 3rd. ed. New York: Routledge.

Jacobson, J. Johnson, K., & Lapp, D. (2011). Effective instruction for English language learners. New York: The Guilford Press.

Gainer, J., & Lapp, D. (2010). Literacy remix: Bridging adolescents’ in and out of school literacies. Newark, DE: International Reading Association.

Moss, B., & Lapp, D.,  (2010). (Eds.) Teaching new literacies in grades K-3. New York: Guilford Press.

Moss, B., & Lapp, D., (2010). (Eds.) Teaching new literacies in grades 4-6. New York: Guilford Press.

Lapp, D., & Fisher, D., (2009). Essential readings on comprehension. Newark, DE: International Reading Association.

Lapp, D., Fisher, D., & Wolsey, T. D. (2009). Literacy Growth for Every Child: Differentiated Small-Group Instruction K-6. New York: Guilford Press.

Brock, C., Lapp, D., Salas, R., & Townsend, D. (2009). Academic literacy for English learners: High–quality instruction across content areas. New York: Teacher’s College Press.

Morrow, L.M., Rueda, R., Lapp, D. (2009). Handbook of research on literacy and diversity.  New York: Guilford Press.

Fisher, D., Frey, N., and Lapp, D. (2008). In a reading state of mind. Newark, DE: International Reading Association.

Blogs

Grant, M & Lapp,D. (2018). How do you integrate writing in science classes? http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/04/

response_ways_to_integrate_writing_into_science_classes.html

Lapp, D. & Wolsey, T.D. Literacy in the Disciplines. (April, 2016). http://hhpcommunities.com/teachinglanguagearts/literacy-in-the-disciplines/

Grant, M. C., & Lapp, D. (February, 2016). Close reading questions: Crafting intentional scaffolds. http://www.literacyworldwide.org/blog/literacy-research/research-practice-our-take/literacy-daily/2016/02/04/close-reading-questions-crafting-intentional-scaffolds

Lapp, D. Moss, B., Grant, M., & Johnson, K. Creating close reading lessons in grades K-5. (June 16, 2015). http://inservice.ascd.org/creating-close-reading-lessons-in-grades-k-5/

Lapp, D. (February, 19, 2015) What’s a teacher to do when a complex text is too difficult for some readers? Part 2 http://www.reading.org/literacy-daily/research/post/lrp/2015/02/19/part-two-when-texts-are-too-complex

Chapters

Wolsey, T.D. & Lapp, D. (in press). Teaching/Developing vocabulary using think-aloud and read-aloud. In K.M Reynolds (Ed). TESOL encyclopedia of English language teaching. 

Wolsey, T. D. & Lapp, D. (in press). Meaning-making. In R. Hobbs and P. Mihailidis (ed). International encyclopedia of media literacy. Hoboken, NJ: Wiley. 

Grant, M., Lapp, D. & Wolsey, T. D. (in press). What’s involved in preparing students for workplace writing success?  In M. Kuhn (ed.). Developing conceptual knowledge through oral and written language. New York, NY: Guilford.

Castek, J., and Lapp, D. (2013). Selecting materials for the literacy program. In The Administration and Supervision of Reading Programs (Eds.) S. Wepner, D. Strickland, and D. Quatroche. 5th ed. NY: Teacher’s College Press.101-112.

Wolsey, T.D., Lapp, D., & Fisher, D. (2013). Digital Texts as Sources for Novice Writers. In K. Pytask & Ferdig, R.E.(eds.) Exploring technology for writing and writing instruction. Hersey, PA: IGI Global, 261-275.

Fisher, D. Frey, N., & Lapp,D. (2013). Speaking and listening standards. In Morrow, L.M., Wixson,K.K., & Shanahan, T. (eds.) Teaching the common core standards for English language arts. New York: Guilford.107-130

Johnson, K., & Lapp, D. (2012). If you want students to read widely and well-eliminate round robin reading. In Lapp, D. & Moss, B.(Eds.) Exemplary reading in the middle grades. New York: Guilford. 260-276.

Fisher, D., Frey,N. & Lapp, D. (2011). It’s never to late to learn: Implementing RTI2 with older students. In J. R. Parartore & R.L. McCormack. After early intervention, Then what? 2nd ed. Newark, DE. International Reading Association.238-261.  

Articles

Fisher, D., Frey, N., Lapp, D. (2015). Learning cycles deepen students’ interactions  with texts. Voices from the Middle. 22, 4, 15-19. http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0224-may2015/VM0224Learning.pdf            

Lapp, D., Grant, M., & Johnson, K. (2015). Teaching students to write a well-supported argument. IRA-E-ssentials. http://www.reading.org/Libraries/members-only/ila-e-ssentials-8070-teaching-students-well-supported.pdf

Frey, N., Fisher, D., & Lapp, D. (2015). iPad Deployment in a Diverse Urban High School: A Formative Experiment. Reading and Writing Quarterly. 31,2 135-150.

Lapp, D., Fisher, D., Frey, N., Gonzalez, A. (2014). Students can purposefully create information, not just consume it. Journal of Adolescent and Adult Literacy. 58,3, 182-188.

Grisham, D., Lapp, D., Wolsey, T.D., & Vaca, J.(2014). Combining print and visual information via eposters: Generating and displaying learning. Journal of School Connections. 5,1,59-76.

Lapp, D., Thayre, M., Wolsey, T.D., Fisher, D. (2014). Arguments are only as credible as their sources: Teaching students to choose wisely. E-ssentials.  http://www.reading.org/Libraries/members-only/ira-e-ssentials-8056-arguments-only-credible-as-sources.pdf

Lapp, D., Grant, M., Moss, B., & Johnson, K. (2014). Making complex texts accessible for every reader: Text dependent questions, student-to student conversations, and partner texts. The California Reader, 47, 4, 17-25. 

Lapp, D., Grant, M., Moss, B., & Johnson, K. (2013).Students’ close reading of science texts: What’s now?, what’s next?. The Reading Teacher, 67, 2, 109-119.

Lapp, D., Wolsey, T. D., & Moss, B. (2013). Visualizing the argument with graphic organizers. International Reading Association. E-ssentials. http://www.reading.org/AccessFor/members-only/e-ssentials#realworld

Fisher, D., & Lapp, D. (2013). Learning to talk like the test: Guiding speakers of African American vernacular English. Journal of Adolescent and Adult Literacy. 56,8, 634-648.

Lapp, D., Wolsey, T.D. & Ganz, P. (2013). I hadn’t thought of that! Guidelines for providing online feedback that motivates students to learn. International Reading Association. E-ssentials. http://www.reading.org/general/Publications/e-ssentials/e8031

Grant, M., Lapp, D., Fisher, D., Johnson, K. ,Frey, N. (2012). Purposeful instruction: Mixing up the “I”, “We”, and “You”. Journal of Adolescent and Adult Literacy. 56,1, 45-55 http://onlinelibrary.wiley.com/doi/10.1002/JAAL.00101/abstract

Lapp, D., Moss, B., Johnson, K., & Grant, M. (Fall, 2012). Teaching students to closely read texts: How and when. (IRA E-ssentials, Rigorous real world teaching and learning.) International Reading Association. Available from http://www.reading.org/general/Publications/e-ssentials/e8022  

Columns

Lapp, D., Fisher, D., & Frey, N. (2014). Writing is a job requirement: how can we prepare every student? Editor Message. Voices from the Middle.21, 3, 7-9. 

Lapp, D., Fisher, D., & Frey, N. (2014). Feed-forward: Linking instruction and assessment. Editor Message. Voices from the Middle.21, 2, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2013). Pathways to the canon. Editor’s Message. Voices from the Middle. 21,1,7-9.

Lapp, D., Fisher, D., & Frey, N. (2013). It’s not impossible to acquire and expand classroom language: Instruction matters. Editor’s Message. Voices from the Middle. 20,4,7-9.

Lapp, D., Fisher, D., & Frey, N. (2013). How is tolerance being addressed in middle school classrooms. Editor’s Message. Voices from the Middle. 20, 3, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2013). Identifying why groups work well, then giving grouping another try. Editor’s Message. Voices from the Middle. 20, 2, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2012). Background knowledge: The instructional starting line begins with what students already know. Editor’s Message. Voices from the Middle. 20, 1, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2012).Are you as literate as your students?. Editor’s Message. Voices from the Middle. 19, 4, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2012).Preparing our students as writers. Editor’s Message. Voices from the Middle. 19, 3, 7-9.

Lapp, D., Fisher, D., & Frey, N. (2011). Intervention: Seeing and Supporting the individual within the community. Editor’s Message. Voices from the Middle. 19, 2, 7-9.

Fisher, D., Frey, N., & Lapp, D. (2011). Quality teachers: Eyes focused on students and instructional practice. Editor’s Message. Voices from the Middle. 19, 1, 7-9.