Sophie C. Degener, Ed.D.

Dr. Degener enjoys working with undergraduate and graduate students at different stages of their teaching careers and strives to balance practical experiences in literacy instruction and assessment with a solid understanding of literacy theory and research. She teaches classes in the following programs:

1. Reading Program, M.Ed.

• RLR-501, Teaching Beginning Literacy
• RLR-518, Leadership and Staff Development in Reading
• RLR-593, Seminar in Reading Research
• RLW-541, Teaching Writing

2. Elementary Education, B.A. & M.A.T.

• RLL-220, Children's Literature and the Learning Environment
• RLL-478, Literacy Methods I
• RLL-479, Literacy Methods II
• RLL-538, Literacy Methods, Grades K-6

3. Reading & Language, Ed.D.

• RLD-601, Research in Early Literacy

Areas of Expertise:

Family Literacy, Early Literacy, Differentiated Instruction, Balanced Literacy, Pre-service literacy instruction

Biography:

Dr. Sophie Degener joined the faculty of the reading and language program at National Louis University in 2006. She came back to NLU after receiving her MAT here, because of NLU's dedication to the field of education and its emphasis on excellent teaching. She teaches classes in beginning reading, reading research, and literacy methods to undergraduates, masters students, and doctoral students. She is also the director of the reading program. Her research interests include family literacy, primary literacy instruction, and teacher education.

Prior to her work as a professor, she taught in the Evanston Public Schools. Her work with readers of all abilities and their families has motivated her interest in helping educators understand the unique needs and circumstances of every student in order to design instruction, using high-quality materials, that best meets those needs. She does professional development work with local schools to help teachers and administrators understand and implement balanced literacy instruction that reflects current understandings of best practice, especially in differentiated instruction, guided reading, and writing. 

Dr. Degener is Associate Editor for the Illinois Reading Council Journal, co-editing and writing the quarterly Professional Development column. At NLU, she has worked with colleagues across NLU to develop the Adaptive Cycles of Teaching, the re-designed B.A. Elementary Education curriculum. With her colleagues, she has conducted, presented, and published research on the effectiveness of the program, the process of revising curriculum, as well as the early teaching careers of program graduates. With Jennifer Berne, she has conducted research, made numerous conference presentations, and published books and articles on the topic of differentiated reading instruction. Her publications include the following: 

Books and Book Chapters

Berne, J., & Degener, S. (2015). The one-on-one reading and writing conference: Working with students on complex texts. New York: Teachers College Press.

Berne, J. & Degener, S.  (2012).  Strategic reading groups: Guiding readers in the middle grades.  Thousand Oaks, CA: Corwin Press.

Berne, J. & Degener, S.  (2010).  Responsive guided reading in grades K-5:Simplifying small group instruction.  New York: Guilford Press.

Degener, S. (2009).  Using literature to build home and school connections.  In Wooten, D. & B. Cullinan (Eds.), Invitation to read.  Newark, DE: International Reading Association.

Degener, S.  (2000).  Making sense of critical pedagogy in adult literacy education.  In Comings, J., B. Garner, & C. Smith (Eds.), The annual review of adult learning and literacy.  San Francisco:  Jossey-Bass Publishers.

Freedman, R., Degener, S., Salmon, D., & Phillips, M. (2014). Reflective pathways in teacher education: Adaptive cycles of teaching. Conference proceedings from the World Literacies Summit, Oxford, England.

Freedman, R., Salmon, D., Degener, S., & Phillips, M. (2015). Using teaching videos in the Adaptive Cycles of Teaching. In Ortlieb, E., L. Shanahan, & M. McVee (Eds.) Video reflection in literacy teacher education and development: Lessons from research and practice. Bradford, UK: Emerald Group Publishing.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M.  (2009).  Impact of authentic adult literacy instruction on adult literacy practices.  In Fletcher-Campbell, F., J. Soler, & G. Reid (eds.), Approaching difficulties in literacy development: Assessment, pedagogy and programmes.  London: Sage Publications. 

Purcell-Gates, V., Jacobson, E. and Degener, S.  (2004).  Print literacy development: Uniting cognitive and social practice theories.  Cambridge, MA: HarvardUniversity Press.

Peer Reviewed Journals

Berne, J.I, & Degener, S.C. (2015).  What’s next for guided reading?  English Leadership Quarterly, 37(3), 3-5. 

Berne, J., Cummins, S., Degener, S., & Quiroa, R. (Summer 2011). Implementing the common core standards. Illinois Reading Council Journal, 39(3), 60-63.

Degener, S., & Berne, J. (in press). Complex questions promote complex thinking. Reading Teacher.

Degener, S., & Berne, J.  (2014).  Speaking and listening during small group reading instruction. Voices from the Middle, 22(1), 43-48.

Purcell-Gates, V., Degener, S., & Jacobson, E. (2002). Adult literacy instruction: Degrees of authenticity and collaboration as described by practitioners. Journal of Literacy Research, 33(4), 571-593.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M.  (2002).  Impact of authentic adult literacy instruction on adult literacy practices.  Reading Research Quarterly, 37(1), 70-92.

Smith, B., Roderick, M., and Degener, S.  (2005).  Extended learning time and student accountability: Assessing outcomes and options for elementary and middle grades.  Educational Administration Quarterly, 41(2), 195-236.

Education:

2006 Ed.D. Language and Literacy Harvard University Graduate School of Education

1990 M.A.T. Elementary Education National-Louis University

1988 B.A., Cum Laude, English University of Vermont

Research and Interests:

Dr. Degener is currently conducting research in Chicago Public Schools, investigating how pre-service methods classes prepare teachers for their work in urban school settings. In addition, she has just received a seed grant to begin working with NLU freshman and sophomores who wish to be teachers, supporting their understanding of and engagement with reading and writing practices.

Contact Information:

Sophie C. Degener 

Associate Professor, Reading and Language 

(312) 261-3213 
sophie.degener@nl.edu

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