M.Ed. Literacy Faculty Bios

William Nagy, Ph.D. (co-chair)
Professor, School of Education
206-281-2253
wnagy@spu.edu

Dr. William Nagy is an internationally known expert in vocabulary acquisition and instruction, and has authored numerous articles and book chapters. William received his Ph.D. in linguistics from the University of California, San Diego, and has been a professor at Seattle Pacific since 1996. His interests include the role of vocabulary in first- and second-language reading, morphological awareness, and the contributions of metalinguistic awareness to reading achievement.

Scott F. Beers, Ph.D. (co-chair)
Assistant Professor, School of Education
206-281-2707
sbeers@spu.edu

Dr. Scott Beers specializes in literacy development, with a focus on reading-writing connections among elementary and adolescent writers. Scott received his Ph.D. in curriculum and instruction with an emphasis in literacy from the University of Washington, and has been at Seattle Pacific since 2004 teaching graduate and undergraduate courses in reading and writing methods. His research interests include writing development and how reading skills contribute to writing achievement

Pamela Harris, Ph.D.
Assistant Professor, School of Education
206-281-2365
harrip1@spu.edu

Dr. Pamela Harris taught children with high-incidence disabilities for ten years and served as a testing specialist for five years in public schools. She earned a Ph.D. from Arizona State University in curriculum and instruction with an emphasis in special education. Pamela is the past president of the international organization Teacher Educators for Children with Behavioral Disorders (TECBD). She has directed literacy projects with young children as well as incarcerated teens.

Kristine Gritter, Ph.D.

Assistant Professor, School of Education
206-281-2323
grittk@spu.edu

Dr. Kristine Gritter brings her research interests in adolescent literacy and urban education to the M.Ed. in Literacy program. She earned a Ph.D. from Michigan State University with a specialization in Curriculum, Teaching, and Educational Policy. Prior to her graduate work, Kristine taught at the middle school level for ten years in diverse classrooms. Kristine's current research examines sociocultural aspects of middle school oral reading fluency and student identity.