Overview
With over 30 years of experience in literacy education and research, Misty Sailors brings a wealth of expertise to her role as Research Director on the Literacy team at WestEd. She leads the research for Reading Apprenticeship and is dedicated to advancing WestEd’s research portfolio and prominence in adolescent literacy. Sailors is passionate about empowering educators to provide high-quality educational opportunities for all students, especially those from historically marginalized communities, and in guiding educators to implement evidence-based literacy instruction effectively.
Sailors spearheads research initiatives that directly impact the quality of literacy education. She leads the research for the Reading Apprenticeship for Academic Literacy Learning, supported by a $8 million grant from the Education Innovation and Research program (Department of Education), aimed at helping adolescents recover academically post-pandemic. In addition, Sailors serves as the WestEd Principal Investigator for the Science Education Partnership Award (NIH-funded) in collaboration with Baylor College of Medicine, where she contributes to the design of science-specific disciplinary literacy into elementary classroom curriculum. Her efforts ensure that educators are equipped with cutting-edge strategies to enhance literacy in their classrooms, supported by substantial federal funding and rigorous research methodologies.
Sailors is professor emerita at the University of Texas at San Antonio. In her role there and as a professor and department chair at the University of North Texas, her responsibilities included teaching literacy and research methods courses, creating and evaluating curriculum, and conducting evaluations of literacy programs across the PK–12 spectrum. She has also led significant research efforts in the United States and internationally, including in Malawi, Mozambique, and South Africa. Sailors has published over 80 scholarly research articles and book chapters, as well as five books, solidifying her influence and contributions to the field of literacy education. Her previous experiences as a literacy coach and student teacher supervisor further inform her current role, emphasizing her commitment to improving literacy education globally.
Education
- PhD in curriculum and instruction, language and literacy, educational research, The University of Texas at Austin
- MEd in curriculum and instruction, reading specialization, The University of Texas at Austin
- BS in elementary education, mathematics K–8, The University of Texas at Austin
Select Publications
Krishnan, J., Friedrich, L., Sailors, M., Cole, M. & Howlett, H. (2024). Meaning-based, code-based, and vocabulary-based instruction in middle and high school classrooms: The case for attention to all three. Journal of Adolescent & Adult Literacy, 00, 1–8. https://doi.org/10.1002/jaal.1410
Hoffman, J. V., Hikida, M., & Sailors, M. (2020). Contesting science that silences: Amplifying equity, agency, and design research in literacy teacher preparation. Reading Research Quarterly, 55(1), 255–266.
Moreno, N., Newell, A., Sailors, M., & Garay, D. (2020). Authentic Literacy and Language (ALL) for science: A curriculum framework to incorporate science-specific disciplinary literacies into the elementary classroom. Journal of STEM Outreach, 3(1), 1–17.
Sailors, M., & Hoffman, J. V. (2020). The power of practice-based literacy research: A tool for teachers. Routledge Press.
Alvermann, D., Unrau, N., Sailors, M., & Ruddell, R. (Eds.). (2019). Theoretical models and processes of literacy (7th ed.). Routledge.
Goia, E., Hoffman, J. V., Modesto, H., Ngomane, J., Sailors, M., & Sitoe, A. (2019). Re-imagining primary teacher preparation in Moçambique: Introducing literacy mentoring as a transformative practice in Institutos de Formação de Professores. Global Education Review, 6(2), 10–32.
Sailors, M., Hoffman, J. V., & Pearson, P. D. (2019). Introducing literacy mentoring into primary teacher preparation in Mozambique. Hawaii International Conference on Education.
Sailors, M., Orellana Garcia, P., Stortz, R., & Sellers, T. (2019). Exploring urban print environments: A comparative study across San Antonio and Santiago and implications for early childhood literacy practices. Literacy, 53(2), 102–111.
Sailors, M., & Price, L. (2015). Support for Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement. Teaching and Teacher Education, 45, 115–127.
Shin, J., Sailors, M., McClung, N., Pearson, P. D., Hoffman, J., & Chilimanjira, M. (2015). The impact of first language reading and writing on learning English as a second language in an African context: The case of Malawi Chichewa and English. Bilingual Research Journal, 38, 255–274.
Sailors, M., Hoffman, J. V., Pearson, P. D., McClung, N., Shin, J., Phiri, L., & Saka, T. (2014). Supporting change in literacy instruction in Malawi. Reading Research Quarterly, 49(2), 209–231.
Honors, Awards, and Affiliations
Member, Literacy Research Panel, International Literacy Association (2015–18)
Member, Standards Review Committee (Literacy Coaches and Reading Specialists), International Literacy Association (2015–18)
Member, Board of Directors, Literacy Research Association (2012–15)
Member, Publication Committee, Literacy Research Association (2015–18)
Editorial Review Board Member, Reading Research Quarterly (2011–present)
Recent Media Appearances
What Happens When Every Teacher in a School Has the Tools to Improve Reading?, EdWeek, October 28, 2024