Photo of ERIN MCTIGUE
ERIN MCTIGUE
Adjunct Associate Professor, Teaching, Learning, and Culture
Office#: Not available
Mail Stop: 4232
Office Phone: Not provided
E-mail:
Primary Emphasis Area: Reading Education
Vita: View Document
Web Site: https://positiveacademic.com
Google Scholar: Google Scholar Profile
Short Bio
Prior to her doctoral work, at the University of Virginia, Dr. McTigue taught at both the elementary and middle school levels. At Texas A&M, she taught graduate reading courses in assessment and intervention, disciplinary literacy, and undergraduate courses focusing on middle grades literacy instruction. From 2007-2017 she directed the TAMU Reading Clinic. Dr. McTigue's research interests center on the a) academic writing b) visual/graphical literacy, c) the role of self-efficacy for learning, and d) the impact of emotion and empathy on comprehension. Through multiple NSF funded projects, in collaboration with mechanical engineering and computer science, Dr. McTigue has translated her work on visual literacy to engineering education. In the 2014-15 school year, Dr. McTigue was a visiting faculty member at the Norwegian National Reading Research Center, which is affiliated with University of Stavanger (UiS), Norway. Currently, she collaborates on funded research projects at UiS. Starting in Fall 2015, Dr. McTigue served as the Associate Director of POWER writing services in the College of Education and Human Development. In that role, she co-developed and taught a graduate course on Academic Writing for International Students. Currently, she coaches academics in productivity and writing.
Research Interests
Comprehension of Informational Texts
Multiple Representations within Texts
Reading Motivation
Science Literacy
Publications (journal articles, books, book chapters)*

1. Wright, K. L.*, Franks, A. D.*, Kuo, L. J., McTigue, E. M., & Serrano, J.* (2016). Both theory and practice: Science literacy instruction and theories of reading. International Journal of Science and Mathematics Education, 14(7) 1275-1292. DOI 10.1007/s10763-015-9661-2 *

2. Hodges, T. S., Feng, L., Kuo, L. J., & McTigue, E. (2016). Discovering the literacy gap: A systematic review of reading and writing theories in research. Cogent Education, 3(1), 1228284.

3. McCrudden, M., Barnes, A., McTigue, E, Welch, C & MacDonald, E. (2016). The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments. Thinking & Reasoning, 1-19 DOI:10.1080/13546783.2016.1234411

4. *Miller, D.M., *Scott, C.E. & McTigue, E.M. (2016) Writing in the Secondary-Level Disciplines: A Systematic Review of Context, Cognition, and Content. Educational Psychology Review, 1-38.(Online First) doi:10.1007/s10648-016-9393-z *

5. *McTigue, E., Douglass, A., Wright, K. L., Hodges, T. & Franks, A. (2015). Beyond story mapping: Teaching inferential comprehension via character perspectives. The Reading Teacher. 69(1), 91-101

6. ***Wright, K. L., **Franks, A. D., Kuo, L. -J., **Serrano, J. & McTigue, E. M. (2015). Both theory and practice: Science literacy instruction and reading theories. International Journal of Science and Mathematics Education, 1-18.

7. *Wright, K. L.*, Hodges, T. S.*, Franks, A. D*., McTigue, E. M., & Douglass, A. G. (2015). Minding the gap: Mentoring undergraduate pre-service teachers in educational research. In Y. Li & J. Hammer (Eds.), Teaching at Work. (pp. 145-171). Netherlands: Sense Publishers. *

8. *Hodges, T. S.*, McTigue, E. M., Douglass, A. G., Weber, N. D.*, Wright, K. L.*, & De la Garza, A.** (2015). Modeling the write teaching practices: Instructor influences on preservice teachers. In Y. Li & J. Hammer (Eds.), Teaching at Work. (pp. 171-193). Netherlands: Sense Publishers.

9. *Wright, K., Eslami, Z. R., McTigue, E. & Reynolds, D. (2015). Picture Perfect: Using Quality Graphics to Support English Language Learners in Science Classes. The Science Teacher, 82(4), 41-46. *

10. Smolkin, L. & McTigue, E. M. (2015). The Elementary Classroom: Improving Comprehension of Fictional Texts, In Parris, S. & Headley, K. (Eds.) Comprehension Instruction: Research Based Best Practices (3rd Edition). (pp. 224 - 237). New York: Guilford Publishing.

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts
No current grants/contracts
Show Completed Grants/Contracts

Courses Taught
Former Doctoral Students
Kellie Cude (Spring, 2011), Ph.D.
Su Yeon Kim (Spring, 2011), Ph.D.
Jaime Berry (Summer, 2011), Ph.D.
April Douglass (Summer, 2011), Ph.D.
Tiffany Lipsett (Summer, 2011), Ph.D.
Chyllis Scott (Summer, 2013), Ph.D.
Diane Miller (Spring, 2014), Ph.D.
Tracey Hodges (Summer, 2015), Ph.D.
Katherine Elizabeth Landau Wright (Summer, 2016), Ph.D.
Rachel Rayburn Beachy (Spring, 2017), Ph.D.
Amanda Deanne Franks (Summer, 2017), Ph.D.
Daibao Guo (Summer, 2018), Ph.D.
Wendi Kamman Zimmer (Spring, 2019), Ph.D.
Editorial Positions

Editorial Board Member (2015 - ). Nordic Journal of Literacy Research

Editorial Board Member (2015 - ). Reading Psychology

Awards

(2014). TLAC Outstanding Mentor Award.  TLAC Department

(2010). CTE Teaching Award.  Montague Scholar Award

(2009). Outstanding New Faculty.  CEHD

TLAC Faculty   |   TLAC Staff