Robert A. Griffin, Ed.D.

Dr. Robert A. Griffin is an assistant professor in the Department of Literacy and Special Education at the University of West Georgia, where he teaches graduate-level courses in literacy, TESOL, and diversity/inclusive education. Before moving into higher education full time, he served as a secondary English and English to Speakers of Other Languages (ESOL) teacher for 13 years in rural south and urban north Georgia public schools. Dr. Griffin’s primary research interests involve exploring reading motivation and achievement for bi/multilingual students and “at-promise” student groups and challenging deficit-oriented paradigms among some educators related to the skills and talents of diverse learners. Dr. Griffin serves on editorial review boards for several journals in the fields of TESOL and literacy, including the Georgia Journal of Literacy and the Texas Journal of Literacy Education, and has published in peer-reviewed journals such as the Journal of Adolescent & Adult Literacy. He also serves as the co-editor of GATESOL in Action Journal (GIAJ), the peer-reviewed journal of Georgia Teachers of English to Speakers of Other Languages (GATESOL), and he is the editor of Focus, the quarterly newsletter of the Georgia Association of Literacy Advocates (GALA). For leisure, Dr. Griffin enjoys reading, traveling, visiting family, and spending time with his spouse, Mandi, and their two children, Miriam and Sarah Ruth.

  • B.S., Secondary English Education, Valdosta State University, 2005
  • M.Ed., Educational Leadership, Valdosta State University, 2007
  • Ed.S., Curriculum & Instruction, Literacy Education, Valdosta State University, 2012
  • Ed.D., School Improvement, Literacy Education, University of West Georgia, 2016

Spring 2021 Sections

  • READ-7241 (TESOL: Method, Mat, &Asses) Section: E01
  • READ-7263 (Comp Lang&Ltrcy Assess&Interv) Section: E01
  • READ-7271 (Theo&Ped Apprch to Lang&Lit In) Section: E01
  • EDSI-9998 (Research for Doc Dissertation) Section: E05

Fall 2020 Sections

  • READ-7240 (TESOL:Lit, Lang, & Secnd Lang) Section: E01
  • READ-7263 (Comp Lang&Ltrcy Assess&Interv) Section: E01
  • READ-7271 (Theo&Ped Apprch to Lang&Lit In) Section: E01
  • EDSI-9998 (Research for Doc Dissertation) Section: E01

Summer 2020 Sections

  • READ-7239 (TESOL: Cult & Ling Div Clsrm) Section: E01
  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Spring 2020 Sections

  • READ-7241 (TESOL: Method, Mat, &Asses) Section: E01
  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Fall 2019 Sections

  • PTED-7239 (Lang & Culture in the Classrm) Section: E01
  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Summer 2019 Sections

  • PTED-7240 (Lit, Ling, and 2nd Lang Acquis) Section: E01
  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Spring 2019 Sections

  • PTED-7241 (Tch Eng as 2nd Lang:Meth & Mtl) Section: E01
  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Fall 2018 Sections

  • PTED-7239 (Lang & Culture in the Classrm) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01
  • ECSE-7500 (Diverse Classrms in Global Soc) Section: E01

Spring 2018 Sections

  • PTED-7241 (Tch Eng as 2nd Lang:Meth & Mtl) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Fall 2017 Sections

  • PTED-7239 (Lang & Culture in the Classrm) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Fall 2016 Sections

  • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
  • READ-7271 (Literacy Theory Dev & Practice) Section: E01

Griffin, R. A., & Farran, L. K. (in press). Reconsidering the reading motivation of Latinx multilingual adolescents. The Reading Professor, 44(1), Article 1.

Ogletree, T. W., Griffin, R. A., Allen, J. K., & Scullin, B. L. (in press). Writing marathon: An authentic writing experience for building writerly identities. Literacy Matters.

Chiesa, D. L., & Griffin, R. A. (2020). Supporting multilingual learners in the era of COVID-19 [Editorial]. GATESOL in Action Journal, 30(1), 1–2. [View Publication External Resource]

Griffin, R. A., Council, M. R., Ogletree, T. W., Allen, J. K., & Scullin, B. L. (2020). Building writing identities: Integrating explicit strategies with authentic writing experiences to engage at-promise writers. Teaching/Writing, 9(2), Article 7. [View Publication External Resource]

Griffin, R. A., Farran, L. K., & Mindrila, D. (2020). Reading motivation in bi/multilingual Latinx adolescents: An exploratory structural equation model. Reading Psychology, 41(8), 856–892. https://doi.org/10.1080/02702711.2020.1801540 [View Publication External Resource]

Dutcher, H. M., & Griffin, R. A. (2020). Investigating instructional strategies for multilingual learners: Implications for ESOL support in high schools. Sunshine State TESOL (SSTESOL) Journal, 13(1), 24–32. (Acceptance rate: 40%) [View Publication External Resource]

Griffin, R. A. (2020). Socially distant but digitally connected: How one online literacy teacher educator responded to the COVID-19 pandemic. Teaching/Writing: The Journal of Writing Teacher Education, 9(1), 1–5. [View Publication External Resource]

Ogletree, T. W., Allen, J. K., Griffin, R. A., & Scullin, B. L. (2020). Teachers as writers: Engaging in a writing marathon to reclaim the neglected R. American Reading Forum Online Yearbook, 39, Article 8, 127–141. https://bit.ly/32KR20b [View Publication External Resource]

McCullough, M. K., & Griffin, R. A. (2020). Supporting the literacy development of striving readers through two competing theoretical perspectives. The Reading Professor, 43(1), 1–38. [View Publication External Resource]

Ogletree, T. W., & Griffin, R. A. (2020). Discourses surrounding Latinx students and families among literacy educators. Journal of Latinos and Education. Advance online publication. (Acceptance rate: 11%) [View Publication External Resource]

Mondesir, B., & Griffin, R. A. (2020). A balanced approach to literacy instruction and support for diverse learners. Georgia Journal of Literacy, 43(1), 1–19. (Acceptance rate: 20%) [View Publication External Resource]

Griffin, R. A. (2020). Effective co-teaching and collaboration for linguistically diverse learners. In N. D. Young, A. C. Fain, & T. A. Citro (Eds.), Mastering the art of co-teaching: Building more collaborative classrooms (pp. 111–120). Vernon Press. [View Publication External Resource]

Allen, J. K., Scullin, B. L., Griffin, R. A., Ogletree, T. W., Calas, M., Pearce, D., . . . & Carden, K. (2019). WIN writing time: Perspectives on worthwhile, interest-based, no-stress writing partnerships. PDS Partners, 14(2), 27–30. [View Publication (PDF)]

DeVoss, M. A., & Griffin, R. A. (2019). Surveying the linguistic needs of team members traveling to Puerto Rico for a short-term service-learning trip. Journal of Teacher Action Research, 5(3), 61–84. [View Publication External Resource]

Griffin, R. A. (2019). Exploring the reading motivation of less-motivated adolescent Latinx English learners. Georgia Journal of Reading, 42(1), 18–30. (Acceptance rate: 20%) [View Publication External Resource]

Gonzales, M., & Griffin, R. A. (2018). Building comprehension through explicit and organic vocabulary instruction for English learners. Georgia Journal of Reading, 41(1), 13–19. (Acceptance rate: 20%) [View Publication (PDF)]

Woodruff, A. H., & Griffin, R. A. (2017). Reader response in secondary settings: Increasing comprehension through meaningful interactions with literary texts. Texas Journal of Literacy Education, 5(2), 108–116. (Acceptance rate: 35%) [View Publication (PDF)]

Hendrix, R. A., & Griffin, R. A. (2017). “Rooting on” adolescents: Improving morphological knowledge. Literacy Today, 35(3), 36–37. (Invited publication) [View Publication External Resource]

Hendrix, R. A., & Griffin, R. A. (2017). Developing enhanced morphological awareness in adolescent learners. Journal of Adolescent & Adult Literacy, 61(1), 55–63. doi:10.1002/jaal.642 (Acceptance rate: 25%) [View Publication External Resource]

Griffin, R. A., Martinez, J., & Martin, E. P. (2014). Rosetta Stone and language proficiency of international secondary school English language learners. Engaging Cultures & Voices, 6(2), 36–73. [View Publication External Resource]