Lindsay Clare Matsumura - Publications
Faculty - Associate Dean


Zook-Howell, D., Matsumura, L.C., Walsh, M.W., Correnti, R., & Bickel, D.D. (in press). Developing adaptive expertise at facilitating dialogic text discussions. Reading Teacher.
Correnti., R., Matsumura, L.C., Walsh, M.W., Zook-Howell, D., & Bickel, D.D. (in press). Effects of Online Content-Focused Coaching on discussion quality and reading achievement: Building theory for how coaching develops teachers' adaptive expertise. Reading Research Quarterly.
Wang, E. L., Matsumura, L. C., Correnti, R., Litman, D., et al. (2020). eRevis(ing): Students' revision of text evidence use in an automated writing evaluation system. Assessing Writing. [available online.]
Walsh, M.W., Matsumura, L.C., Zook-Howell, D., Correnti, R., & Bickel, D. D. (2020). Video-based literacy coaching to develop teachers' professional vision for dialogic classroom text discussions. Teaching and Teacher Education. [available online.]
Correnti, R., Matsumura, L.C., Wang, E., Litman, D., Rahimi, Z., & Kisa, Z. (2019). Automated scoring of students' use of text evidence in writing. Reading Research Quarterly [available online.]
Matsumura, L.C., Zook-Howell, D., Bickel, D., Walsh, M., Correnti, R. (2019). Harnessing the power of video to improve classroom text discussions. Reading Teacher, 73(1), 65-74.
Matsumura, L. C., Correnti, R., Walsh, M., Bickel, D. D., & Zook-Howell, D. (2019). Online Content-Focused Coaching to improve classroom text discussion quality. Technology, Pedagogy and Education, 28(2), 191-215.
Wang, E. L., & Matsumura, L. C. (2019). Text-based writing in elementary classrooms: Teachers' conceptions and practice. Reading and Writing, 32(2), 405-438.
Wang, E., Matsumura, L. C., & Correnti, R. (2018). Teachers' assessments of student thinking and reasoning in response to cognitively demanding writing tasks. Elementary School Journal, 18(3), 357-383
Rahimi, Z., Litman, D., Correnti, R., *Wang, E., & Matsumura, L.C., (in press). Assessing students' use of evidence and organization in response to text writing: Using natural language processing for rubric-based automated scoring. Journal of Artificial Intelligence in Education.
Wang, E., Matsumura, L. C., & Correnti, R. (2017). Making a CASE: Improving the use of text evidence in students' writing. Reading Teacher.
Wang, E., Matsumura, L.C., & Correnti, R. (in press). Written feedback that supports students' higher-level thinking about texts in writing. Reading Teacher
Matsumura, L. C., Bickel, D. B., & Zook-Howell, D., Correnti, R., & Walsh, M. (2016). Cloud coaching: Web-based learning holds promise, especially for districts with limited resources. Journal of Staff Development, 7(4), 30-39.
Matsumura. L. C., Wang, E., & Correnti, R. (2016). Text-based writing assignments for college readiness. Reading Teacher, 70(3), 347-351.
Matsumura. L.C., & Correnti, R., & Wang, E. (2015). Classroom writing tasks and students' analytic text-based writing skills. Reading Research Quarterly, 50(4), 417-438.
Bickel, D.B., Berstein-Danis, T., & Matsumura, L.C. (2015). Clear goal, clear results: Content-Focused Coaching supports learning for everyone - including coaches. Journal of Staff Development, 36(1), p. 34-39.
Matsumura, L.C., & Wang, E. (2014). Principals' sensemaking of coaching for ambitious reading instruction in a high-stakes accountability policy environment. Educational Policy and Analysis Archives, 22(51).
Correnti, R., Matsumura, L.C., Hamilton, L.S., & Wang, E. (2013). Assessing students' skills at writing in response to texts. Elementary School Journal, 114(2), 142-177.
Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2013). Literacy coaching, reading comprehension instruction and student achievement: A multi-level mediation model. Learning and Instruction, 25, 35-48.
Correnti, R., Matsumura, L.C., Hamilton, L.S., & Wang, E. (2012). Combining multiple measures of students' opportunities to develop analytic text-based writing. Educational Assessment, 17(2-3), 132-161.
Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2012). The effect of Content-Focused Coaching on text discussion quality: A cluster randomized trial. Journal of Teacher Education, 63(3), 214-228
Crosson, A., Matsumura, L.C., Correnti, R., & Arlotta-Guerrero, A. (2012). Writing tasks and students' use of academic language. Elementary School Journal. 112(3), 469-496.
Matsumura, L.C., Garnier, H.E., Correnti, R., Junker, B., & Bickel, D.D. (2010). Investigating the effectiveness of a comprehensive literacy-coaching program in schools with high teacher mobility. Elementary School Journal, 111(1).
Matsumura, L.C., Sartoris, M., Bickel, D., & Garnier, H. (2009). Leadership for literacy coaching: The principal's role in launching a new coaching program. Educational Administration Quarterly, 45(5), 655-93
Matsumura, L.C., Slater, S.C., & Crosson, A. (2008). Classroom climate, rigorous instruction and curricula, and students' interactions in urban middle school classrooms. Elementary School Journal, 108 (4), 293-312
Matsumura, L.C., Garnier, H., Slater, S.C., & Boston, M.B. (2008). Measuring instructional interactions 'at-scale', Educational Assessment, 13(4), 267-300
Resnick, L.B., & Matsumura, L.C. (2007). Academic proficiency: Bright hopes, blurry vision. Voices in Urban Education, 14, 9-21
Patthey-Chavez, G.G., Matsumura, L.C., Valdés, R. (2004). Investigating the process approach to writing instruction in urban middle school classrooms. Journal of Adolescent and Adult Literacy. 47(6), 462-477
Matsumura, L.C., Garnier, H., Pascal, J., & Valdés, R. (2002). Measuring instructional quality in accountability systems: Classroom assignments and student achievement. Educational Assessment, 8(3), 207-229
Matsumura, L.C., Patthey-Chavez, G.G., Valdés, R., Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students' revision in lower- and higher-achieving urban schools. Elementary School Journal, 103(1). 3-25
Clare, L., & Garnier, H. (2000). Parents' goals for children diagnosed with developmental delays in early childhood. Journal of Early Adolescence, 20(4), 442-466
Clare, L., Garnier, H., & Gallimore, R. (1998). Parents' developmental expectations and child characteristics: A longitudinal study of children with developmental delays and their families. American Journal on Mental Retardation, 103 (2), 117-137
Patthey-Chavez, G.G., & Clare, L. (1996). Task, talk and text: The influence of instructional conversation on transitional bilingual writers. Written Communication, 13(4), 515-563
Clare, L., Patthey-Chavez, G.G., & Gallimore, R. (1996). Using moral dilemmas in children's literature as a vehicle for moral education and teaching reading comprehension. Journal of Moral Education, 25(3), 325-342
Patthey-Chavez, G. G., Clare, L., & Youmans, M. (1996). Watery passion: The struggle between hegemony and sexual liberation in erotic fiction for women. Discourse & Society, 7(1), 77-106


Wang, E., Matsumura, L. C., DiPrima-Bickel, D., Correnti, R., Zook-Howell, D., Prine, D., & *Walsh, M. (2016). Web-based professional development to improve text discussions. In EAPRIL Conference Proceedings 2015. Belval, Luxembourg. European Association for Practitioner Research on Improving Learning.

Book Chapters

Matsumura, L.C., & Garnier, H.E. (2015). Embedding discursive teaching in the practice of a large school district. In Resnick, L.B., Asterhan, C.A. & Clarke, S.N. (Eds.) Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.
Rahimi, Z., Litman, D. J., Correnti, R., Matsumura, L. C., Wang, E., & Kisa, Z. (2014). Automated scoring of an analytical response-to-text assessment. In Intelligent Tutoring Systems (pp. 601-610). Springer International Publishing.

Conference Proceeding

Stein, M.K., & Matsumura, L.C. (2008). Measuring instruction for teacher learning. In D. Gitomer (Ed.) (pp.179-205). Measurement issues and assessment for teacher quality. Sage Publications


Matsumura, L.C (2005). Creating high-quality classroom assignments. Lanham, MD: Rowman & Littlefield Publishing Group
Lindsay Clare Matsumura


University of Pittsburgh
5807 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260