D. Ray Reutzel is the Emma Eccles Jones Endowed Chair, Distinguished Professor, and
Director of the Emma Eccles Jones Early Childhood Education and Research Center. He has
formerly served in a variety of administrative roles as a department chair, associate
dean, and vice-president for academic affairs and provost. Dr. Reutzel is the author of
more than 220 refereed research reports, professional articles, book and handbook
chapters, books and handbooks, and monographs in reading, literacy and early childhood
education. He has received more than 10 million dollars in external and internal grants
and contracts from public and private sources. He is an elected member of the
international Reading Hall of Fame and conducts research on early literacy in grades K-3.
He has received numerous international and national awards and recognitions including the
1999 A. B. Herr Award for contributions to reading education, the 2007 John C. Manning
Public School Service Award for research and service in literacy education to public
schools, and the 2013 ALER Laureate Award for substantial contributions to the mentoring
of other researchers. He has served on the boards or as an executive officer to the
International Reading Association (IRA); Literacy Research Association (LRA), and the
Association of Literacy Educators and Researchers (ALER). He has been editor of The
Reading Teacher and Literacy Research and Instruction journals and is currently serving
as Executive Editor of the Journal of Educational Research. His philosophical stance is
pragmatism and empiricism leading to literacy research projects that employ mixed methods
designs and the collection and analysis of qualitative and quantitative data. 



An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction (with Sarah K. Clark, Cindy D. Jones, and Lindi Andreasen), Literacy Research and Instruction (2013)

In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach...


Reading to write: Leveraging text structure models in children’s information books to teach writing to young children. (with S. K. Clark and C. D. Jones), Early Childhood Education Journal (2013)


Using text structures of information books to teach writing in the primary grades (with Sarah K. Clark and Cindy D. Jones), Early Childhood Education Journal (2013)


Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators (with Cindy D. Jones and Sarah K. Clark), Early Childhood Education Journal (2012)

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement....



Enhanced alphabet knowledge instruction: Exploring a change of frequency, focus, and distributed cycles of review (with Cindy D. Jones), Reading Psychology: An International Journal (2012)


Teaching Children to Read: The Teacher Makes the Difference. Sixth Edition (with R. B. Cooter), TEaL Faculty Publications (2012)

Mississippi Comprehensive Literacy Model, TEaL Faculty Publications (2011)

Contributions to Books

Common Core State Standards (CCSS): New Directions for enhancing young children’s oral language development (with S. Gillam), Common Core State Standards: Impact on Literacy Instruction (2013)

Designing and Managing Effective Early Childhood Classroom Environments (with Cindy D. Jones), Handbook of research-based practices in early childhood education (2013)

Implementation of the common core standards and the practitioner: Pitfalls and possibilities, Quality reading instruction in the age of common core standards (2013)


A focus on struggling readers: A comparative analysis of expert opinion and empirical research recommendation (with Cindy D. Jones and J. A. Smith), Reading researchers in search of common ground (2011)


Mentoring ALER Writers, TEaL Faculty Publications (2012)

Motivation Transforms Literacy Beliefs and Practices, TEaL Faculty Publications (2012)