LTCY Faculty & Staff

Armstrong

Sonya L. Armstrong

TITLE: Director, College Learning Enhancement
Associate Professor of Postsecondary Literacy
AREA: Faculty
OFFICE: Gabel Hall 148
PHONE: (815) 753-8486
FAX: (815) 753-8563
E-MAIL: sarmstrong@niu.edu

EDUCATION

  • Ed.D., University of Cincinnati
  • M.A., Xavier University
  • M.A., University of Cincinnati

RESEARCH INTERESTS

  • Sonya L. Armstrong teaches developmental literacy courses for first-year college students and a graduate course, Principles and Methods of Teaching Postsecondary Reading, for current and future postsecondary educators. Dr. Armstrong also directs the College Learning Enhancement Program, the literacy component of NIU's CHANCE program. Her research interests focus on student conceptualizations of academic literacies and the use of metaphor analysis in literacy research.

SELECTED PUBLICATIONS

  • Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015). Investigating academic literacy expectations: A curriculum audit model for college text readiness. Journal of Developmental Education, 38(2), 2-4, 6, 8-9, 12-13, 23.
  • Armstrong, S. L. (2015). The use of retrospective literacy interviews in elicited metaphor investigations. In G. Low & W. Wan (Eds.) Elicited Metaphor Analysis in Educational Research. Amsterdam: John Benjamins.
  • Armstrong, S. L., Stahl, N.A., & Boylan, H.R. (Eds.). (2014). Teaching developmental reading: Practical, historical, and theoretical background readings (2nd ed.). Boston, MA: Bedford/St. Martins.
  • Werderich, D. E., & Armstrong, S. L. (2013). Examining the conceptualizations, perceptions, and practices of adolescent writers. Literacy Research and Instruction, 52(4), 339-373.
  • Armstrong, S. L. (2012). The impact of history on the future of college reading: An interview with Norman A. Stahl. Journal of Developmental Education, 35(3), 24-27.
  • Armstrong, S. L., & Reynolds, R. M. (2011). An authentically simulated approach to disciplinary literacy instruction in a study strategies course. NADE Digest 5(2), 1-9.
  • Armstrong, S. L., Davis, H., & Paulson, E. J. (2011). The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151-163.
  • Armstrong, S. L., & Newman, M. E. (2011). Teaching textual conversations: Intertextuality in the college reading classroom. Journal of College Reading and Learning, 41(2), 7-22.
  • Paulson, E. J., & Armstrong, S. L. (2011). Mountains and pit bulls: Students' metaphors for college reading and writing. Journal of Adolescent and Adult Literacy, 54(7), 494-503.
  • Paulson, E. J., & Armstrong, S. L. (2010). Current issues in postsecondary literacy instruction: Toward coherence in terminology, theory, and practice. Journal of Developmental Education, 33(3), 2-13.
  • Paulson, E. J., & Armstrong, S. L. (2010). Situating reader stance within and beyond the efferent-aesthetic continuum. Literacy Research and Instruction, 49(1), 86-97.
  • Alvarez, M. C., Armstrong, S. L., Elish-Piper, L., Matthews, M. W., & Risko, V. (2009). Deconstructing the construct of struggling reader: Standing still or transforming expectations and instruction? ARF Yearbook, XXIX.
  • Armstrong, S. L., & Paulson, E. J. (2008). Whither ‘peer review’?: Terminology matters. Teaching English in the Two-Year College, 35(4), 398-407.
  • Paulson, E. J., Alexander, J., & Armstrong, S. L. (2007). Peer review re-viewed: Investigating the juxtaposition of composition students’ eye movements and peer-review processes. Research in the Teaching of English, 41(3), 304-335.

RECENT REPORTS

  • Armstrong, S. L., Stahl, N. A., & Kantner, M. J. (2015). What constitutes ‘college-ready’ for reading? An investigation of academic text readiness at one community college (Center for the Interdisciplinary Study of Language and Literacy [CISLL] Technical Report No. 1). Retrieved from the CISLL website: http://www.niu.edu/cisll/_pdf/reports/TechnicalReport1.pdf
  • Armstrong, S. L., & Lampi, J. P. (2015). Research on national best practices in college and career readiness. Redefining the high school to college transition in Illinois (State of the field review). Retrieved from the Illinois High School to College Transition Project website: http://ilhstocollege.com/ilhstocollege/docs/State-of-the-Field-Review.pdf

RECENT PRESENTATIONS

  • Armstrong, S. L. (2015). Tracing the roots of IRW: The theory and history of reading and writing at the college level. Invited post-conference institute session presented at the National Association for Developmental Education annual conference. Greenville, SC.
  • Stahl, N. A., & Armstrong, S. L. (2015). The missing “C” in “College and Career Readiness”: Literacy demands in CTE. Session presented at the National Association for Developmental Education annual conference. Greenville, SC.
  • Kantner, M. J., Perkins, M., Sobin, B., Stahl, N. A., & Armstrong, S. L. (2014). What constitutes ‘college-ready’ for reading in career-technical education courses. Session presented at the College Reading and Learning Association annual conference. St. Paul, MN.
  • Kantner, M. J., Perkins, M., Sobin, B., Stahl, N. A., & Armstrong, S. L. (2014). A multi-site examination of college reading readiness. Session presented at the Illinois Learning Specialists and Developmental Educators conference. River Grove, IL.
  • Stahl, N. A. & Armstrong, S. L. (2014). What constitutes ‘college-ready’ for reading? Session presented at the League for Innovation in the Community College Learning Summit. Chandler, AZ.
  • Stahl, N. A. & Armstrong, S. L. (2014). From content area reading to disciplinary literacy in postsecondary reading: Making the shift. CRLA Co-sponsored session presented at the International Reading Association annual convention. New Orleans, LA.
  • Stahl, N. A. & Armstrong, S. L. (2014). The baker’s dozen of developmental reading: More than a century of influential instruction and research texts. Session presented at the International Reading Association annual convention. New Orleans, LA.
  • Hodges, R., Paulson, E.J., Saxon, P., Armstrong, S. L., Calderwood, B., & Lampi, J. (2013). Fostering your inner scholar: CLADEA research institute. Pre-conference institute presented at the College Reading and Learning Association conference. Boston, MA.
  • Stahl, N. A., Simpson, M. L., Armstrong, S. L., & Holschuh, J. (2013). The Georgia connection: Its impact on college reading and study strategy theory, research, and practice. Session presented at the College Reading and Learning Association conference. Boston, MA.
  • Armstrong, S. L. Newman, M. C. (2013). Assessing students' holistic understandings of intertextuality in developmental reading. Session presented at the College Reading and Learning Association conference. Boston, MA.
  • Armstrong, S. L., Stahl, N. A., & Kantner, J. (2013). Investigating college text readiness: A curriculum audit model for developmental reading. Session presented at the Illinois Community College System College and Career Readiness Institute. Bloomington-Normal, IL. Alvarez, M. C.,
  • Armstrong, S. L., Elish-Piper, L., Matthews, M. W., & Risko, V. J. (2013). Deconstructing and then reconstructing the construct of struggling readers: A "womb-to-tomb" examination. Session presented at the American Educational Research Association conference. San Francisco, CA.
  • Paulson, E. J., Calderwood, B., Craig, A., Hodges, R., Barry, W., & Armstrong, S. L. (2013). Fostering Your Inner Scholar: CLADEA Research Institute. Post-conference institute presented at the National Association for Developmental Education annual conference. Denver, CO.

CLASSES CURRENTLY BEING TAUGHT

  • LTRE 100. College Reading
  • LTRE 190. College Reading and Study Strategies
  • LTRE 519. Teaching Postsecondary Reading
  • LTRE 512. Disciplinary Reading Instruction at the Postsecondary Level
  • LTRE 521. Postsecondary Reading Assessment
  • LTRE 518. Curriculum and Program-Level Design in Postsecondary Reading
  • LTRE 719. Principles and Methods of Teaching Postsecondary Reading

NOTABLE ACCOMPLISHMENTS

  • Publications Director, College Reading and Learning Association
  • NIU Representative to the Faculty Advisory Committee for the Illinois Board of Higher Education
  • Alyce Kramer Marcus Outstanding Educator Award (2014)
  • Karen G. Smith Award for Outstanding Service for the College Reading and Learning Association (2013)
  • College Literacy and Learning Special Interest Group of the International Reading Association's Outstanding Dissertation in the Field of Postsecondary Literacy (2010)