Steve AmendumProject Director
Steve Amendum serves as project director for the Targeted Reading Intervention: A Rural Early Literacy Initiative within the National Research Center on Rural Education Support, and is also a Ph.D. candidate in UNC’s School of Education. A former K-2 multiage teacher and Literacy Consultant, he recently served as a clinical faculty member at University of North Carolina at Chapel Hill and taught courses in the Reading (Online) Add-On License, Master’s for Experienced Teachers, and Elementary Education programs. His research focuses on early literacy development in relation to literacy-instruction reform efforts, rural education issues, and literacy issues for multilingual learners. Mr. Amendum holds a Bachelor’s degree in Psychology/Elementary Education and a Master’s degree in Reading Education. Mr. Amendum’s dual interests in literacy and rural education were initiated during his schooling in a small farming community in rural upstate New York.
Recent Related Publications
Amendum, S., Li, Y., Fitzgerald, J., Hall, L., Creamer, K. H., Head-Reeves, D. M., & Hollingsworth, H. L. (under review). Which reading instruction characteristics matter for early reading achievement?
Fitzgerald, J., Amendum, S. & Guthrie, K. (under review). Young Latino students’ English-reading growth in all-English classrooms.
Fitzgerald, J. & Amendum, S. (2007). What is sound writing instruction for multilingual learners? In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction. New York: Guilford.
Neufeld, P., Amendum, S. J., Guthrie, K. & Fitzgerald, J. (2006). First-grade Latino students’ English-reading growth in all-English classrooms. Reading Research and Instruction, 46, 23-52.