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Professional Biography
Victoria Risko is a Professor of Education Emerita at Vanderbilt University’s Peabody College, located in Nashville, Tennessee. Risko began her career in literacy education as a classroom teacher, where she worked with adolescents who faced academic and behavior challenges. She earned her Ed. D. from West Virginia University, and she pursued post-doctoral research in reading and learning disabilities at Maria Grey College of the University of London.

Academic Contributions
Risko joined the faculty at Vanderbilt University’s Peabody College in 1975 as an associate professor where she has spent her career of more than 35 years. The primary focus of her work resides in the preparation of reading teachers. Risko, in collaboration with a colleague, created multimedia case studies designed to prepare preservice teachers for classroom literacy scenarios. Further, Risko participated in an effort by the International Reading Association to identify features of effective literacy instruction for preservice reading teachers.

Professional Awards
Risko has received numerous awards including the Distinguished Service and Leadership Award (1995), the A. B. Herr Award for Distinguished Contributions to Reading (2002) and the Laureate Award (2008), all from the College Reading Association. In 2011-2012, Risko served as president of the International Reading Association. She was inducted into the Reading Hall of Fame in 2011. Her work is comprised of more than 100 publications regarding literacy research, and she has delivered close to 300 professional presentations.

Selected Works
Risko, V. J. (1991). Preparing Preservice Teachers for Remedial Instruction: Teaching Problem Solving and Use of Content and Pedagogical Knowledge.

Risko, V. J., Peter, J. A., & McAllister, D. (1996). Conceptual changes: Preservice teachers' pathways to providing literacy instruction. Reading Research and Instruction, 36, 104-119.

Kinzer, C. K., & Risko, V. J. (1998). Multimedia and enhanced learning: Transforming preservice education. Handbook of literacy and technology: Transformations in a post-typographic world, 185-202.

Risko, V. J., Roskos, K., & Vukelich, C. (2001). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Literacy Research and Instruction, 41(2), 149-175.

Risko, V. J., & Bromley, K. (Eds.). (2002). Collaboration for diverse learners: Viewpoints and practices. Lawrence Erlbaum.

Risko, V. J., Vukelich, C., & Roskos, K. (2002). Preparing Teachers for Reflective Practice: Intentions, Contradictions, and Possibilities. Language Arts, 80(2), 134-44.

Risko, V. J., Osterman, J. C., & Schussler, D. (2002). Educating Future Teachers by Inviting Critical Inquiry.

Risko, V. J., Roskos, K., & Vukelich, C. (2005). Reflection and the self-analytic turn of mind: Toward more robust instruction in teacher education. Metacognition and literacy learning: Theory, assessment, instruction, and professional development, 315-349.

Risko, V. J., & Walker‐Dalhouse, D. (2007). Tapping students' cultural funds of knowledge to address the achievement gap. The Reading Teacher, 61(1), 98-100.

Risko, V. J., Roller, C. M., Cummins, C., Bean, R. M., Block, C. C., Anders, P. L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252-288.

Risko, V. J., & Walker‐Dalhouse, D. (2009). Parents and Teachers: Talking With or Past One Another—or Not Talking at All?. The Reading Teacher, 62(5), 442-444.

Risko, V. J., & Walker‐Dalhouse, D. (2010). Making the most of assessments to inform instruction. The Reading Teacher, 63(5), 420-422.

Risko, V.J. & Walker-Dalhouse, D. (2012). Be that teacher! Breaking the cycle for struggling readers. Teachers College Press: New York.

Walker‐Dalhouse, D., & Risko, V. J. (2008). Learning From Literacy Successes in High‐Achieving Urban Schools. The reading teacher, 61(5), 422-424.