Emily Phillips Galloway
Assistant Professor, ELL and Literacy Education, Department of Teaching and Learning
Emily Phillips Galloway is an assistant professor at Vanderbilt University’s Peabody School of Education. She holds an Ed.D. from the Harvard Graduate School of Education, as well as an M.S.Ed. and B.A. from the University of Pennsylvania. Before beginning her doctoral studies, Phillips Galloway was a Michael Pressley Memorial Fellow at the Benchmark School in Media, PA where she taught adolescent struggling readers in grades 6, 7 and 8 and served as a reading specialist. Currently, Phillips Galloway’s research, which includes quantitative and qualitative studies, explores the relationships between academic language development and reading skill in adolescent learners with a particular focus on English Learners. Her work has been featured in Reading Research Quarterly, Applied Psycholinguistics and Reading and Writing: An Interdisciplinary Journal. With a commitment to advancing research-practice partnerships, she has also worked with teachers, school leaders, and administrators in two of the largest urban districts in the United States. The fundamentals and lessons learned from this work are featured in a recent book entitled, Advanced Literacy Instruction in Linguistically Diverse Settings: A Guide for School Leaders, co-authored with Nonie Lesaux and Sky Marietta. This book offers a blueprint for leading advanced literacy instruction in linguistically diverse settings. Her areas of specialization include educational linguistics, language and reading development, reading difficulty, and English Learners.
More information on Professor Phillips Galloway can be found at her website.
- Uccelli, P., & Phillips Galloway, E. (2016). Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students' Reflections About Language. Journal of Adolescent & Adult Literacy.
- Phillips Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing, 28(6), 797-828.