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Virginia (Ginger) Modla
B.A., Douglass College
M.Ed., Temple University
Ph.D., Temple University
Olney Hall 260
While earning a Ph.D. in Educational Psychology with an emphasis in the Psychology of Reading from Temple University, I served as a classroom teacher and reading specialist in several school districts. After earning a doctorate, I was a district reading supervisor and a Director of Curriculum and Instruction in two school districts. After working in public education for more than 30 years, I came to La Salle in 2001 to teach, supervise students in area schools, and write. I strive to bring my experiences as an elementary and secondary teacher, supervisor, and central office administrator as well as my passion for teaching literacy to the La Salle students.
- Teaching and assessing critical reading skills and strategies
- Differentiating instruction
- Integrating literature across the curriculum
- Involving students in self assessment
- Using technology to motivate students to read and write
- College Reading Association, Clinical and Teacher Education Divisions
- Pi Lambda Theta
- Association for Supervision and Curriculum Development
- Phi Delta Kappa
- International Reading Association
- Organization of Teacher Educators in Reading, Content Area Special Interest Group
- Keystone State Reading Association
- Delaware Valley Reading Association
- Alpha Delta Kappa, Gamma Chapter
- Modla, V. and Wake, D. (2007), “Using a culturally responsive approach to multicultural literature to prepare preservice teachers to work with all atudents”, in Multiple Literacies in the 21st Century, The Twenty-Eighth Yearbook of the College Reading Association
- Modla, V. and Wake, D. (2007). “Modeling active engagement and technology integration for college students as they learn to teach literacy skills and strategies” in the Journal on Excellence in College Teaching, Volume 18, Number 1.
- Wake, D. and Modla, V. (in press). “The effects of using a culturally responsive approach to multicultural literature” to be published in The Twenty-Ninth Yearbook of the College Reading Association.
Work in Progress
- At present, I am writing two articles for professional publications. One is related to teaching content area concepts using digital storytelling and graphic novels. The second discusses the relationship between fluency and comprehension.