Maryann Mraz

Dr. Maryann Mraz is a Professor in the Reading and Elementary Education Department at UNC Charlotte. She earned her Ph.D. from Kent State University and her B.A. and M.Ed. from John Carroll University, where she was awarded the distinguished Alumni Educator Award in 2014. Dr. Mraz has served as a board member of the Association of Literacy Educators and Researchers (ALER) and as Program Director for the Curriculum and Instruction Doctoral Program at UNCC. She is the author or coauthor of many publications, including Vacca, Vacca, and Mraz, __Content Area Reading: Literacy and Learning across the Curriculum__, now in its 12th edition. Dr. Mraz teaches literacy courses across the doctoral, masters, and undergraduate programs. Her research interests include content area literacy, literacy coaching, professional development, and early literacy.

Research Interests:

Content Area Literacy
Early Literacy
Literacy Coaching
Professional Development

Education:

Ph.D. – Kent State University, 2002
M.Ed. – John Carroll University, 1989
B.A. – John Carroll University, 1985

Teaching:

Dissertation Proposal Seminar – Curriculum & Instruction Program (doctoral)
Perspectives in Literacy: Past, Present, & Future (doctoral)
Seminar in College Teaching (doctoral)
Seminar in Professional Development (M.Ed.)
Emergent and Elementary Literacy (M.Ed.)
Teaching Reading to English Learners, K-12 (M.Ed.)
Content Area Reading (graduate licensure)
Teaching Reading to Elementary School Learners (graduate licensure)
Teaching Reading to Elementary School Learners (undergraduate)

Community Involvement:

Charlotte-Mecklenburg Schools, literacy consultant
Cabarrus County Schools, literacy consultant
Augustine Literacy Project, program committee
Center for Health Education and Opportunity, Intergenerational Literacy Program Development – Aldersgate Retirement Community.
International Literacy Association, Elva Knight research grant reviewer
Association of Literacy Educators and Researchers (ALER), program committee, journal reviewer, grant reviewer, former board member

Awards & Honors:

Alumni Educator Award for “significant and distinguished accomplishments in the field of education,” John Carroll University (2014)
Bank of America Early Reading Research Fellowship, UNC Charlotte (2006)
Kent State University, College and Graduate School of Education Outstanding Achievement in Student Leadership Award (2002).

Selected Publications:

Vacca, R. T., Vacca, J. L., & Mraz, M. (2017). Content area reading: Literacy and learning across the curriculum. (12th ed.). Boston: Pearson.

Vacca, R. T., Vacca, J. L., & Mraz, M. (2014). Content area reading: Literacy and learning across the curriculum. (11th ed.). Boston: Pearson.

Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum. (10th ed.). Boston: Pearson.

Mraz, M., Algozzine, R., & Kissel, B. (2009). The literacy coach’s companion. Thousand Oaks, CA, and Newark, DE: Corwin Press and the International Reading Association.

Morgan, D. N., Mraz, M., Padak, N., & Rasinski, T. (2009). Independent reading: Practical strategies for grades K-3. NY: Guilford Press.

Mraz, M., Padak, N., & Rasinski, T. (2008). Evidence-based instruction in reading: A professional development guide to phonemic awareness. Boston: Allyn and Bacon.

Mraz, M., Salas, S., Mercado, L., Dikotla, M., & Thoghda, M. N. (2016). Teaching better together: Literacy coaching as collaborative professional development. U. S. Department of State: English Teaching Forum, 54(4), 24-31

Polly, D., Mraz, M., Martin, C., & Algozzine, B. (2015). Perceptions of roles and responsibilities of math coaches. International Journal of Mentoring and Coaching in Education, 4(2), 126-141.

Hathaway, J., Martin, C., & Mraz, M. (2015). Revisiting the roles of literacy coaches: Does reality match research? Reading Psychology. 37(2), 230-256. doi:10.1080/02702711.2015.1025165

Mraz, M., Kissel, B., Algozzine, B., Babb, J., & Foxworth, K. (2011). A collaborative professional development initiative supporting early literacy coaches. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(3), 174-184.

Browder, D. M., Gibbs, S. L., Ahlgrim-Delzell, L., Courtade, G., Mraz, M., & Flowers, C. (2009). Literacy for students with significant cognitive disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education, 30, 269-282.

Mraz, M., Algozzine, R., & Watson, P. (2008). Perceptions and expectations of roles and responsibilities of literacy coaching. Literacy Research and Instruction, 47(3), 141-157.

Mraz, M. & Rasinski, T. (2007). Trends and issues: Summer reading loss. The Reading Teacher, 60, 8, 784-789.