Sophie C. Degener, Ed.D.

Dr. Degener enjoys working with graduate students at different stages of their teaching careers and strives to balance practical experiences in literacy instruction and assessment with a solid understanding of literacy theory and research. She teaches classes in the following programs:

1. Reading Program, M.Ed.

• RLR-501, Teaching Beginning Literacy
• RLR-518, Leadership and Staff Development in Reading
• RLR-593, Seminar in Reading Research
• RLW-541, Teaching Writing

2. Elementary Education, Master of Arts in Teaching

• RLP-550, Teaching Reading Comprehension and Content Area Literacy
• RLP-551, Literacy Methods, Grades 1-6

3. Teaching and Learning (Reading Major), Ed.D.

• RLD-601, Research in Early Literacy

Areas of Expertise:

Family Literacy, Early Literacy, Differentiated Instruction, Pre-Service Literacy Instruction, Equitable Literacy Instruction

Biography:

Dr. Sophie Degener joined the faculty of the reading and language program at National Louis University in 2006. She came back to NLU after receiving her MAT here, because of NLU's dedication to the field of education and its emphasis on excellent teaching. She teaches classes in beginning reading, reading research, and literacy methods to masters and doctoral students. She is also the Chair of the Reading M.Ed. Program. Her research interests include family literacy, primary literacy instruction, teacher education, and culturally responsive and equitable literacy instruction.

Prior to her work as a professor, she taught in the Evanston/Skokie District 65. Her work with readers of all abilities and their families has motivated her interest in helping educators understand the unique needs and circumstances of every student in order to design instruction, using high-quality materials, that best meets those needs. She does professional development work with local schools to help teachers and administrators understand and implement differentiated literacy instruction that reflects current understandings of best practice.

Dr. Degener is Associate Editor for the Illinois Reading Council Journal, co-editing and writing the quarterly Professional Development column. She has presented and published articles with colleagues related to differentiated literacy instruction, equitable literacy instruction, and effective preparation of pre-service teacher candidates. Her publications include the following: 

Books and Book Chapters

Berne, J., & Degener, S. (2015). The one-on-one reading and writing conference: Working with students on complex texts. New York: Teachers College Press.

Berne, J. & Degener, S.  (2012).  Strategic reading groups: Guiding readers in the middle grades.  Thousand Oaks, CA: Corwin Press.

Berne, J. & Degener, S.  (2010).  Responsive guided reading in grades K-5:Simplifying small group instruction.  New York: Guilford Press.

Degener, S. (2009).  Using literature to build home and school connections.  In Wooten, D. & B. Cullinan (Eds.), Invitation to read.  Newark, DE: International Reading Association.

Degener, S.  (2000).  Making sense of critical pedagogy in adult literacy education.  In Comings, J., B. Garner, & C. Smith (Eds.), The annual review of adult learning and literacy.  San Francisco:  Jossey-Bass Publishers.

Degener, S. & Stegemoller, J. (2024). Collaborating with districts to prepare equity-minded bilingual reading specialists In Muller, R. (Ed.), Transforming Educator Preparation for Changing Times. Information Age Publishing.

Freedman, R., Degener, S., Salmon, D., & Phillips, M. (2014). Reflective pathways in teacher education: Adaptive cycles of teaching. Conference proceedings from the World Literacies Summit, Oxford, England.

Freedman, R., Salmon, D., Degener, S., & Phillips, M. (2015). Using teaching videos in the Adaptive Cycles of Teaching. In Ortlieb, E., L. Shanahan, & M. McVee (Eds.) Video reflection in literacy teacher education and development: Lessons from research and practice. Bradford, UK: Emerald Group Publishing.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M.  (2009).  Impact of authentic adult literacy instruction on adult literacy practices.  In Fletcher-Campbell, F., J. Soler, & G. Reid (eds.), Approaching difficulties in literacy development: Assessment, pedagogy and programmes.  London: Sage Publications. 

Purcell-Gates, V., Jacobson, E. & Degener, S.  (2004).  Print literacy development: Uniting cognitive and social practice theories.  Cambridge, MA: Harvard University Press.

Peer-Reviewed Journals

Berne, J.I, & Degener, S.C. (2015).  What’s next for guided reading?  English Leadership Quarterly, 37(3), 3-5. 

Berne, J., Cummins, S., Degener, S., & Quiroa, R. (Summer 2011). Implementing the common core standards. Illinois Reading Council Journal, 39(3), 60-63.

Degener, S., & Berne, J. (2017). Complex questions promote complex thinking. Reading Teacher. 70(5), 595-599.

Degener, S., & Berne, J.  (2014).  Speaking and listening during small group reading instruction. Voices from the Middle, 22(1), 43-48.

Gardiner, W., Hinman, T., Tondreau, A., Degener, S., Dussling, T., Stevens, E., Wilson, N., & White, K. (2023). When "nice" isn't: Confronting niceness and whiteness to center equity in teacher education. Action in Teacher Education, 45(2), 90-106.

Perry, K., & Degener, S. (2021). Community walks, literacy practices, and everyday genres: Integrating adult, family, and community literacies. Journal of Adult and Adolescent Literacy, 64(6), 702-707.

Purcell-Gates, V., Degener, S., & Jacobson, E. (2002). Adult literacy instruction: Degrees of authenticity and collaboration as described by practitioners. Journal of Literacy Research, 33(4), 571-593.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M.  (2002).  Impact of authentic adult literacy instruction on adult literacy practices.  Reading Research Quarterly, 37(1), 70-92.

Smith, B., Roderick, M., and Degener, S.  (2005).  Extended learning time and student accountability: Assessing outcomes and options for elementary and middle grades.  Educational Administration Quarterly, 41(2), 195-236.

Tondreau, A., White, K., Gardiner, W., Degener, S., et al. (2022). (Be)coming critical teacher educators: Collaborative self-study across contexts. Studying Teacher Education, 18, 61-79.

White, K., Degener, S., Tondreau, A., & Gardiner, W. (2024). Nice girls like us: Confronting white liberalism in teacher education and ourselves. Education Sciences, 14(6), 610.

Final Reports

Degener, Sophie; Curry, Tina; Hoch, Mary; McDaniel-Hall, Gloria; Quiroa, Ruth; and Brookins, Courtney, "Addressing Equity and Antiracism in a Reading Specialist Program" (2023). NCE Research Residencies. 16. https://digitalcommons.nl.edu/nce_residencies/16

Degener, S., McCarty, R., & McDaniel, G. (2022). Lessons Learned in Leading for Equity. National College of Education, NLU.

Freedman, R., Salmon, D., Degener, S., and O'Connor, D. (2016). A study of the graduates of the Adaptive Cycles of Teaching (ACT) Model: A practice-centered approach to teacher preparation. NCE Research Residencies. 5. https://digitalcommons.nl.edu/nce_residencies/5.

McCarty, R. and Degener, S. (2018). Examining and expanding the impact of practice-based teacher education at National Louis University. NCE Research Residencies. 12.
https://digitalcommons.nl.edu/nce_residencies/12.

Newman, M., Degener, S., and Wu, X. (2015). How are teachers using primary sources to meet Common Core literacy standards in English/Language Arts, Social Studies, and Science? NCE Research Residencies. 1. https://digitalcommons.nl.edu/nce_residencies/1.

Purcell-Gates, V., Degener, S., Jacobson, E. & Soler, M. (2000).  Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Instruction.  (NCSALL Reports #17). Cambridge, MA: The National Center for the Study of Adult Learning and Literacy.

Purcell-Gates, V., Degener, S., & Jacobson, E. (1998).  U.S. Adult Literacy Program Practice: A Typology Across Dimensions of Life-Contextualized/ Decontextualized and Dialogic/Monologic.  (NCSALL Reports #2).  Cambridge, MA:  The National Center for the Study of Adult Learning and Literacy.

Education:

2006 Ed.D. Language and Literacy, Harvard University Graduate School of Education

1990 M.A.T. Elementary Education, National-Louis University

1988 B.A., Cum Laude, English, University of Vermont

Contact Information:

Sophie C. Degener 

Professor, Reading and Language 

(773) 405-7220 
sophie.degener@nl.edu

NATIONAL LOUIS UNIVERSITY | 18 S. Michigan Ave., #233, Chicago, Illinois 60603