Gay Ivey

Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise


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Curriculum & Instruction
School of Education
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Gay Ivey

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Gay Ivey

Curriculum and Instruction (CI)


Ph D, Reading Education
University of Georgia
Athens, Georgia

M Ed, Reading Education
University of Virginia
Charlottesville, Virginia

BA, English
College of William and Mary
Williamsburg, Virginia




  • Ivey, G., & Johnston, P. (2016). Engaged Reading as Collaborative Transformative Practice. Journal of Literacy Research.
  • Johnston, P., & Ivey, G. (2015). Discursive contexts, reading, individual differences. In P. Afflerbach (Eds.), Handbook of Individual Differences in Reading: Reader, Text and Context. Routledge.
  • Ivey, G. (2014). The Social Side of Engaged Reading for Young Adolescents. The Reading Teacher. 68(3), 165-171.
  • Ivey, G. (2013). Developing an intervention to increase engaged reading among adolescents. In T. Plomp & N. Nievenn (Eds.), Educational Design Research: Introduction and Illustrative Cases, (pp. 235-251). Enschede: SLO, Netherlands Institute for Curriculum Development.
  • Ivey, G., & Johnston, P.H. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly. 48(3), 355-375.
  • Ivey, G. (2012). “In This Little Town Nothing Much Ever Happens, But Someday Something Will”: Reading Young Adult Literature from the Blue Ridge Foothills. In D. Alvermann & K. Hinchman (Eds.), Reconceptualizing the Literacies in Adolescents' Lives. Hillsdale, NJ: Erlbaum.
  • Johnston, P.H., Ivey, G., & Faulkner, A. (2011). Talking in class: Remembering what is important about classroom talk. The Reading Teacher. 65, 232-237.
  • Ivey, G. (2011). What not to read: A book intervention. Voices from the Middle. 19, 22-26.
  • Ivey, G. (2011). Opening up the conversation on literacy, college, and career. Journal of Adolescent & Adult Literacy. 55, 96-99.
  • Ivey, G. (2010). Texts that Matter. Educational Leadership. 67, 18-23.
  • Ivey, G. (2008). Intervening when older youth struggle with reading. In K. Hinchman & H. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction. New York, NY: Guilford Press.
  • Ivey, G., & Broaddus, K. (2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading Research Quarterly. 42, 515-545.
  • Ivey, G., & Broaddus, K. (2001). "Just Plain Reading": A survey of what makes students want to reading in middle school classrooms. Reading Research Quarterly. 36, 350-377.


  • Ivey, G., & Johnston, P. (2015). What's Social about Engaged Reading of Narrative Texts?, International Literacy Association, St. Louis, MO.
  • Ivey, G., & Johnston, P. (2015). The Persistence of the Experience of Engaged Reading, Literacy Research Association, Carlsbad, CA.
  • Ivey, G., & Johnston, P. (2014). A quasi-experimental study of engaged reading in engagement-focused versus traditional English classrooms, American Educational Research Association, Philadelphia, PA.
  • Ivey, G., & Johnston, P. (2014). Social Dimensions of Adolescents' Engagement with Narrative Texts, American Educational Research Association, Philadelphia, PA.
  • Ivey, G. (2014). Dialogic Construction in Adolescent's Engaged Reading, Literacy Research Association, Marco Island, FL.
  • Ivey, G., & Johnston, P. (2013). Literate engagement and human transformation, Literacy Research Association, Dallas, TX.
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