Robert A. Griffin, Ed.D.

Associate Professor & Assistant Chair of Reading Programs
Department of Early Childhood through Secondary Education College of Education

678-839-6152
rgriffin@westgWoSk0m6VCa4a.edu

Education Annex - Room 248
Office Hours
Online by appointment

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Robert A. Griffin, Ed.D.
Biography

Dr. Robert A. Griffin is a tenured associate professor and assistant chair in the Department of Early Childhood through Secondary Education at the University of West Georgia, where he teaches graduate-level courses in Literacy/Reading Education and Teaching English to Speakers of Other Languages (TESOL). Before transitioning into higher education full-time, he served as a secondary English Language Arts (ELA) and English to Speakers of Other Languages (ESOL) teacher for 13 years in rural south and urban north Georgia public schools. Dr. Griffin's primary research interests involve exploring reading motivation and achievement for multilingual learners, striving readers, and at-promise student groups and challenging deficit-oriented paradigms related to the skills and talents of diverse learners. In addition to serving as co-editor of the Georgia Journal of Literacy (and former senior co-editor of GATESOL Journal), Dr. Griffin serves on editorial review boards for several journals in the fields of literacy education and TESOL. Dr. Griffin has published over 30 peer-reviewed articles on topics ranging from quantitative analyses of reading motivation among adolescent native Spanish speakers to pedagogical pieces on authentic writing instruction and morphological awareness for culturally and linguistically diverse students. His work has appeared in journals such as Reading Psychology, the Journal of Latinos and Education, and the Journal of Adolescent & Adult Literacy.

Education / Degrees
  • B.S., Secondary English Education, Valdosta State University, 2005
  • M.Ed., Educational Leadership, Valdosta State University, 2007
  • Ed.S., Curriculum & Instruction, Literacy Education, Valdosta State University, 2012
  • Ed.D., School Improvement, Literacy Education, University of West Georgia, 2016
Courses Taught
Course Sections and Syllabi

Fall 2025 Sections

Summer 2025 Sections

Spring 2025 Sections

Fall 2024 Sections

Summer 2024 Sections

Spring 2024 Sections

Fall 2023 Sections

Summer 2023 Sections

Spring 2023 Sections

Fall 2022 Sections

Summer 2022 Sections

Spring 2022 Sections

Fall 2021 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Publication List

Gallie, C. M., & Griffin, R. A. (in press). Perspectives of support services among non-traditional international students: A phenomenological exploration. Journal of Comparative & International Higher Education. (Acceptance rate: 31%)

Allen, J. K, Griffin, R. A., Scullin, B. L., & Harmon, H. (2024). Exploring the value of picturebooks: Enhancing literacy development and content exploration through a three-lens approach. Journal of Literary Education, 8, 8–25. [View Publication External Resource]

DeVoss, M. A., Griffin, R. A., & Mindrila, D. (2024). Effect of ESOL co-teacher certification on student achievement in high school core content areas in a Georgia suburban school district. Georgia Educational Researcher, 21(1), Article 1. [View Publication External Resource]

Griffin, R., & Scullin, B. (2024). Empowering readers: Student-centered strategies for literacy success [Editorial]. Georgia Journal of Literacy, 46(2), 1–3. [View Publication External Resource]

Griffin, R. A. (2024). Bridging words and worlds: Innovative writing strategies for adolescent multilingual learners. Journal of English Learner Education, 16(1), Article 6. [View Publication External Resource]

Scullin, B. L., & Griffin, R. A. (2024). Integrating conventional and innovative practices: Enhancing literacy education in diverse contexts [Editorial]. Georgia Journal of Literacy, 46(1), 1–3. [View Publication External Resource]

Griffin, R. A. (2024, April). Bridging linguistics and literacy for all learners: A review of Building Literacy with Multilingual Learners [Book review]. GALA Focus Newsletter, Issue 16. [View Publication External Resource]

Griffin, R. A., & Mindrila, D. (2024). Teacher reading motivation: Factors and latent profiles. Literacy Research & Instruction, 63(1), 42–78. [View Publication External Resource]

Schwab, J. R., Griffin, R. A., Scullin, B. L., Allen, J. K., & Ogletree, T. W. (2023). Exploring the relationship between teacher demographics and the frequency of read-aloud practices in the classroom. Texas Journal of Literacy Education, 10(2), 52–73. [View Publication External Resource]

Griffin, R. A., & Scullin, B. L. (2023). Bridging the divide: Advancing the science and art of teaching reading in diverse and inclusive classrooms [Editorial]. Georgia Journal of Literacy, 45(2), 1–3. [View Publication External Resource]

Griffin, R. A. (2023, October). Unpacking The Megabook of Fluency: A transformative resource for student reading engagement and success [Book review]. GALA Focus Newsletter, Issue 15. [View Publication External Resource]

Griffin, R. A. (2023, October). The writing rope: Unraveling the complexity of writing [Book review]. GALA Focus Newsletter, Issue 15. [View Publication External Resource]

Schwab, J., Griffin, R. A., Allen, J. K., Scullin, B. L., & Ogletree, T. W. (2023). Components of teacher self-efficacy for literacy instruction for in-service educators in two southeastern school districts. Reading Psychology, 44(8), 965–985. [View Publication External Resource]

Griffin, R. A., & Mindrila, D. (2023). Predictors of English learner graduation rates in Georgia. Journal of Research in Education, 32(1), 1–23. [View Publication External Resource]

Griffin, R. A. (2023). A comprehensive literacy approach: Integrating the science and art of reading for adolescents. Literacy Practice & Research, 48(2), Article 1. [View Publication External Resource]

Scullin, B. L., & Griffin, R. A. (2023). Expanding literacy horizons: Inclusive, diverse, and innovative Approaches [Editorial]. Georgia Journal of Literacy, 45(1), 1–3. [View Publication External Resource]

Griffin, R. A. (2023, March). Uncovering the logic of English: A tool to support striving readers. GALA Focus Newsletter, Issue 14. [View Publication External Resource]

Ogletree, T. W., & Griffin, R. A. (2023). Discourses surrounding Latinx students and families among literacy educators. Journal of Latinos and Education, 22(1), 387–401. [View Publication External Resource]

Allen, J. K., Griffin, R. A., & Mindrila, D. (2022). Discerning (dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14(3), 1-16. [View Publication External Resource]

Chiesa, D. L., Griffin, R. A., Humaidan, A. Y., & Trịnh, E. T. (2022). Teaching with intentionality: Language educators as transformative intellectuals and reflective practitioners [Editorial]. GATESOL Journal, 32(2), 1–2. [View Publication External Resource]

Griffin, R. A. (2022). The science (and art) of teaching reading. GALA Focus Newsletter, Issue 13. [View Publication External Resource]

Chiesa, D. L., & Griffin, R. A. (2022). Building inclusive environments that support access and success for emergent multilingual learners [Editorial]. GATESOL Journal, 32(1), 1–3. [View Publication External Resource]

Griffin, R. A., Mindrila, D., & Farran, L. K. (2022). Latent profiles of reading motivation in adolescent native-Spanish-speaker multilingual learners. Reading Psychology, 43(2), 151–178. [View Publication External Resource]

Farran, L. K., & Griffin, R. A. (2022). The love and science of reading: A promising instructional approach for adolescent multilingual learners. Perspectives of the ASHA Special Interest Groups Journal, 7(1), 197–208. [View Publication External Resource]

Griffin, R. A., Green, K. B., Ogletree, T. W., & Robbins, S. H. (2021). Supporting dual language learners through culturally responsive early childhood family education programs. Dimensions of Early Childhood, 49(3), 11–24. [View Publication External Resource]

Green, K. B., Griffin, R. A., Morris, C. T., & Varga, M. A. (2021). Early childhood family education: Language and pre-academic skills for Latinx dual language learners. Journal of English Learner Education, 13(1), Article 3. [View Publication External Resource]

Bart-Addison, S., & Griffin, R. A. (2021). A structured literacy approach to support striving readers in secondary grades: Meaningful transactions through morphological awareness and fluency building. Georgia Journal of Literacy, 44(1), 7–23. [View Publication External Resource]

Griffin, R. A. (2021). Reading autobiography: Reflective writing as a tool for online engagement. Engaged Student Learning: Essays on Best Practices in the University System of Georgia, 3, 26–28. [View Publication External Resource]

Griffin, R. A., & Chiesa, D. L. (2021). Rethinking policies and practices surrounding language learning and learners [Editorial]. GATESOL Journal, 31(1), 1–2. [View Publication External Resource]

Griffin, R. A., & Farran, L. K. (2021). Reconsidering the reading motivation of Latinx multilingual adolescents. The Reading Professor, 44(1), Article 5. [View Publication External Resource]

Ogletree, T. W., Griffin, R. A., Allen, J. K., & Scullin, B. L. (2021). Writing marathon: An authentic writing experience for building writerly identities. Literacy Matters, 21, 65–70. [View Publication External Resource]

Bart-Addison, S., & Griffin, R. A. (2021). Choral reading for prosody in the secondary classroom. Timothy Rasinski Literacy Blog. [View Publication External Resource]

Chiesa, D. L., & Griffin, R. A. (2020). Supporting multilingual learners in the era of COVID-19 [Editorial]. GATESOL in Action Journal, 30(1), 1–2. [View Publication External Resource]

Griffin, R. A., Council, M. R., Ogletree, T. W., Allen, J. K., & Scullin, B. L. (2020). Building writing identities: Integrating explicit strategies with authentic writing experiences to engage at-promise writers. Teaching/Writing, 9(2), Article 7. [View Publication External Resource]

Griffin, R. A., Farran, L. K., & Mindrila, D. (2020). Reading motivation in bi/multilingual Latinx adolescents: An exploratory structural equation model. Reading Psychology, 41(8), 856–892. [View Publication External Resource]

Dutcher, H. M., & Griffin, R. A. (2020). Investigating instructional strategies for multilingual learners: Implications for ESOL support in high schools. SSTESOL Journal, 13(1), 24–32. [View Publication External Resource]

Griffin, R. A. (2020). Socially distant but digitally connected: How one online literacy teacher educator responded to the COVID-19 pandemic. Teaching/Writing: The Journal of Writing Teacher Education, 9(1), 1–5. [View Publication External Resource]

Ogletree, T. W., Allen, J. K., Griffin, R. A., & Scullin, B. L. (2020). Teachers as writers: Engaging in a writing marathon to reclaim the neglected R. American Reading Forum Online Yearbook, 39, Article 8, 127–141. [View Publication External Resource]

McCullough, M. K., & Griffin, R. A. (2020). Supporting the literacy development of striving readers through two competing theoretical perspectives. The Reading Professor, 43(1), 1–38. [View Publication External Resource]

Mondesir, B., & Griffin, R. A. (2020). A balanced approach to literacy instruction and support for diverse learners. Georgia Journal of Literacy, 43(1), 1–19. [View Publication External Resource]

Griffin, R. A. (2020). Effective co-teaching and collaboration for linguistically diverse learners. In N. D. Young, A. C. Fain, & T. A. Citro (Eds.), Mastering the art of co-teaching: Building more collaborative classrooms (pp. 111–120). Vernon Press. [View Publication External Resource]

Allen, J. K., Scullin, B. L., Griffin, R. A., Ogletree, T. W., Calas, M., Pearce, D., . . . & Carden, K. (2019). WIN writing time: Perspectives on worthwhile, interest-based, no-stress writing partnerships. PDS Partners, 14(2), 27–30. [View Publication (PDF)]

DeVoss, M. A., & Griffin, R. A. (2019). Surveying the linguistic needs of team members traveling to Puerto Rico for a short-term service-learning trip. Journal of Teacher Action Research, 5(3), 61–84. [View Publication External Resource]

Griffin, R. A. (2019). Exploring the reading motivation of less-motivated adolescent Latinx English learners. Georgia Journal of Reading, 42(1), 18–30. [View Publication External Resource]

Gonzales, M., & Griffin, R. A. (2018). Building comprehension through explicit and organic vocabulary instruction for English learners. Georgia Journal of Reading, 41(1), 13–20. [View Publication (PDF)]

Woodruff, A. H., & Griffin, R. A. (2017). Reader response in secondary settings: Increasing comprehension through meaningful interactions with literary texts. Texas Journal of Literacy Education, 5(2), 108–116. [View Publication (PDF)]

Hendrix, R. A., & Griffin, R. A. (2017). “Rooting on” adolescents: Improving morphological knowledge. Literacy Today, 35(3), 36–37. (Invited publication) [View Publication External Resource]

Hendrix, R. A., & Griffin, R. A. (2017). Developing enhanced morphological awareness in adolescent learners. Journal of Adolescent & Adult Literacy, 61(1), 55–63. [View Publication External Resource]

Griffin, R. A., Martinez, J., & Martin, E. P. (2014). Rosetta Stone and language proficiency of international secondary school English language learners. Engaging Cultures & Voices, 6(2), 36–73. [View Publication External Resource]