Kriste Tamte

Publications & Accomplishments

Kelly, C., Fogarty, L. Kaback, S., Tamte, K. & Smith, A. (2023) Learning to Lead Group Discussions: Teacher Education at the Intersection of Content, Pedagogy, and Equity. The Reading Professor 46 (1) 

Kay M. Rosheim & Kristi G. Tamte (2022): Impact of Policy on Literacy Specialists’ Work, Reading Psychology, DOI: 10.1080/02702711.2022.2126046 

Bergeson, K. T. (2021) Using Design-based Research to Develop a Formative Assessment Tool. In Philipakkos, Pellegrino and Howell (Eds.), Design Based Research in Education: Theory and Applications. Ch. 10. The Guilford Press. 

Bergeson, K.T. & Beschorner, B. (2021). Preservice Teachers‘ Use of the Technology Integration Planning Cycle: Lessons Learned. Reading Horizons, 60 (1). 54-71. https://scholarworks.wmich.edu/reading_horizons/vol60/iss1/4. 

Bergeson, K. T. & Beschorner, B. (2020). Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study. International  Journal of Education in Mathematics, Science and Technology (IJEMST), 8(4), 330-341. 

Bergeson, K.T. (2019). Reading specialists use verbal protocols as a formative assessment tool. The Reading Teacher. 73(2) 185-193. 

Bergeson, K. & Rosheim, K. (2018). Literacy, equity, and the important role of teachers as they employ iPADs in the Classroom. International Journal of Education in Mathematics, Science and Technology, (IJEMST), 6(2), 173-181. 

Bergeson, K., (2017). Need to Read: Overcoming Summer Reading Loss. Minnesota Center for Reading Research Quarterly Newsletter.      

Bergeson, K. (2016). Scaffolding learning from informational texts in the intervention setting (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses Database (10142020). 

Bergeson, K. (2016, March). Crafting balanced comprehension instruction: A conversation with P. David Pearson. Minnesota Center for Reading Research Quarterly Newsletter.