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About Dr. Nicole M. Martin

Dr. Nicole M. Martin works with pre- and in-service preschool through sixth-grade teachers. Her research focuses on reading and writing informational text and building the foundation for disciplinary literacy in today’s schools. Dr. Martin teaches courses, conducts research, presents and publishes research, and serves as a consultant to schools across the country. For her teaching and scholarship, she has earned recognitions such as “Teacher of the Year” and “International Literacy Association’s Outstanding Dissertation Award Finalist 

Professional Experience

Associate Professor, Department of Elementary Education

Teaches undergraduate, masters, and doctoral courses in literacy education; conducts research; publishes and presents scholarship; facilitates professional development; and serves on doctoral committees.

Education

Ph.D., Curriculum, Instruction, and Teacher Education, with a Specialization in Language and Literacy Education

Michigan State University

B.S., Science in Elementary Education, K-8 (Notation K-4) and Cognitive Studies

Vanderbilt University

Selected Research and Publications

• Martin, N. M., Hawkins, L. K., & Cooper, J. (2025). “I Have Never Enjoyed Writing…” Exploring Pre-Service Teachers’ Divergent Perspectives and Reading and Responding to Student Writing. Teaching/Writing: The Journal of Writing Teacher Education, 13(1), 3. https://scholarworks.wmich.edu/wte/vol13/iss1/3/
• Martin, N. M., Hawkins, L. K., Bottomley, D., Shanahan, B., & Cooper, J. (2025). Where do I go next with this writer? Preservice teachers’ responses at the start and end of a writing methods course. Reading Horizons: A Journal of Literacy and Language Arts, 64(3). https://scholarworks.wmich.edu/reading_horizons/vol64/iss3/2/
• Duke, N. K., & Martin, N. M. (2023).Best practices in developing comprehension across genres.In L. B. Gambrell and E. Morrell, & H.K. Casey (Eds.), Best practices in literacy instruction (7th ed.), 257-273. The Guilford Press.Martin, N. M. (2023). Inviting primary students to believe in the value of text comprehension. Indiana State Literacy Journal, 52(1), 2-10. 
• Martin, N. M. (2022). Encouraging children’s voices: Supporting primary students’ questioning and seeking. Indiana State Literacy Journal, 51(1), 3-16.
• Martin, N. M. (2022). Supporting informational text comprehension: One educator’s scaffolding during instruction in kindergarten.  Reading Horizons: A Journal of Literacy and Language Arts, 61(1). https://scholarworks.wmich.edu/reading_horizons/vol61/iss1/3 
• Martin, N. M., Bottomley, D., Morris, R., & Stuve, M. (2021). Primary teachers’ goals and needs:  Learning to integrate Social Studies into English Language Arts time.  Indiana State Literacy Journal, 50(2), 6-22.
• Hawkins, L. K., Martin, N. M., Bottomley, D., Shanahan, B., & Cooper, J. (2021). Toward deeper understanding of children’s writing: Pre-service teachers’ attention to local and global text features at the start and end of writing-focused coursework. Literacy Research & Instruction, 61(3), 209–228. https://doi.org/10.1080/19388071.2021.1941445 
• Martin, N. M., Stefanski, A. J., & Martin, L. E. (2021). Addressing disciplinary literacy:  An examination of teachers’ instruction in first grade.  Mid-Western Educational Researcher, 33(2)
• Duke, N. K., & Martin, N. M. (2019). Best practices in informational text comprehension instruction.In L. B. Gambrell and L. M. Morrow (Eds.), Best practices in literacy instruction (6th ed., pp. 250-270). The Guilford Press.[In October 2021, the book was ranked at #117 in the category of “Elementary Education” on the Amazon.com website.] [My contribution/role: I wrote half of the manuscript.]
• Hawkins, L. K., Martin, N. M., & Cooper, J. (2019). Preparing elementary writing teachers: An inquiry-driven, field-based approach to instruction. Teaching/Writing: The Journal of Writing Teacher Education, 6(1). https://scholarworks.wmich.edu/wte/vol6/iss1/8
• Stefanski, A. J., Martin, N. M., & Zurcher, M. A. (2019). Science-literacy integration: Equity and learning in first-grade, urban instructional contexts. Journal of Educational Research and Practice, 9(1), 104-123. https://doi.org/10.5590/JERAP.2019.09.1
• Martin, N. M. (2019). Processing expository text: An investigation of students’ strategy use in postsecondary education. Journal of College Reading and Learning, 49(1), 3-18. https://doi.org/10.1080/10790195.2018.1472944  
• Martin, N. M. & Myers, J. (2018). Comprehension in disciplinary learning: An  examination of elementary readers' processing and recall. The Journal of Educational Research, 112(1), 72-85. https://doi.org/10.1080/00220671.2018.1438982

Areas of Expertise

Disciplinary Literacy

Comprehension

Writing

Science of Reaading

Teacher Education

Other Professional Activities

For more information about Dr. Martin’s activities and accomplishments, please visit https://sites.google.com/site/drnicolemmartin/

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