Senior Research Scientist
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Short Biography – Education – Current Projects – Selected Publications
C.Patrick Proctor applies his expertise in bilingualism, biliteracy, and education to the development of universally designed learning environments for English Language Learners.
Patrick Proctor is an assistant professor of literacy and language arts at the Boston College Lynch School of Education, specializing in literacy development among linguistically diverse children from immigrant backgrounds in the United States. His work ranges from theoretical conceptions in bilingual language development, to applied intervention work in urban classrooms that focuses on improving reading comprehension and vocabulary development among culturally and linguistically diverse learners.
An experienced bilingual classroom instructor in Detroit, MI, and Waltham, MA, Dr. Proctor is certified in Massachusetts to teach Social Studies, grades 5–9, and Transitional Bilingual Education (Spanish) at all levels. He has also reviewed bilingual and special education programs for the Massachusetts Department of Education and provided technical assistance to parents and districts.
Ed.D., Human Development and Psychology, Harvard University, Cambridge, MA
M.A., Language, Literacy and Culture, Stanford University School of Education, Stanford, CA
B.A., Spanish/Latin American Literature, Clark University, Worcester, MA
Universidad de Sevilla, Sevilla, Espaņa
Improving Comprehension Online Project (ICON) – An IES-funded project in partnership with Catherine Snow of the Harvard Graduate School of Education to improve reading comprehension for struggling readers by understanding the roles of vocabulary development, guided strategy use, and Spanish language supports in a digital reading environment.
Dalton, B. & Proctor, C.P. (In press). The changing landscape of text and comprehension in the age of New Literacies. D. Leu (Ed.), Handbook of New Literacies.
Proctor, C.P., Dalton , B., & Grisham, D. (2007). Scaffolding english language learners and struggling readers in a multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.
Proctor, C.P., August, D., Carlo, M.S., & Snow, C.E. (2006). The intriguing role of spanish language vocabulary knowledge in predicting english reading comprehension. Journal of Educational Psychology 98(1), 159-69.
Proctor, C.P., Carlo, M.S., August, D., & Snow, C.E. (2005). Native spanish-speaking children reading in english: towards a model of comprehension. Journal of Educational Psychology, 97(2), 246-56.
