My Work

I offer a variety of services advocating for literacy equity. My work includes speaking engagements and workshops, writing and research design, professional learning, and educational evaluations.

My Work

Professional Learning

Professional Learning

I offer a wide variety of learning opportunities for teachers and school leaders. Click here for more information.

Literacy Advocacy and Equity

Literacy Advocacy and Equity

I am the creator of the End Book Deserts podcast and the founder of the Coalition for Literacy Equity.

Educational Evaluations

Educational Evaluations

I help parents and caregivers understand their child’s literacy development through formal assessments. Click here for more information.

Writing & Media

Writing & Media

As a tireless advocate for brain-based reading instruction and literacy advocacy, I’ve contributed to position statements, media interviews, and national conversations. For more information on my writing, See the My Writing section below.

Literacy Leadership

Literacy Leadership

I’m involved with many literacy and learning organizations, including serving in the following roles:

VP of Academic Content, Learning Ally (2022 – Present)

Board of Directors, International Literacy Association

Elementary Advisory Board Member, Penguin Random House

Ambassador, Freadom USA

Staff, The Windward Institute

Professional Affiliations

Professional Affiliations

I continue my own learning – including attending and presenting at national and state conferences and serving on editorial journal boards – with the following organizations. For a comprehensive list of my presentations, please use the Contact Page:

The Reading League

National Council of Teachers of English

American Psychological Association

The Reading Forum

Literacy Research Association

Books Authored by Molly Ness

Throughout my journey as an educator and researcher, I’ve immersed myself in translating research to classroom application. My books focus on maximizing instructional time and supporting students’ reading comprehension. I believe all teachers and school leaders should be empowered with cutting-edge research, and as such my books pull extensively from an interdisciplinary body of literacy research.

Think Big with Think Alouds

Every Minute Matters

Think Big with Think Alouds: A Three-Step Planning Process That Develops Strategic Readers

Think Big with Think Alouds: A Three-Step Planning Process That Develops Strategic Readers

(Corwin Literacy)


A think-aloud process that comes close to bottling magic

Grab a pencil, and you are on your way to dynamic lessons using Molly’s three-step planning process.

  • Read Once: Go wild, putting a flurry of sticky notes on spots that strike you
  • Read Twice: Whittle your notes down to the juiciest stopping points 
  • Read Three Times: Jot down what you will say so there’s no need to wing it in front of the kids 

Molly helps you focus on just five strategies: asking questions, making inferences, synthesizing, understanding the author’s purpose, and monitoring and clarifying. Includes more than 20 ready-made think aloud scripts, activities, templates, and more.

Every Minute Matters

Every Minute Matters

Every Minute Matters: 40+ Activities for Literacy-Rich Classroom

The Question is the Answer

The Question is the Answer

The Question is the Answer: Supporting Student-Generated

Think Big With Think Alouds

Think Big With Think Alouds

Think Big with Think Alouds: A Three-Step Planning Process That

Lessons to Learn

Lessons to Learn

Lessons to Learn: Voices from the Front Lines of Teach for America

My Writing

For the past two decades, I’ve written peer-reviewed articles and book chapters about teachers’ instructional knowledge and decisions, comprehension instruction, and dyslexia. Below are a sampling of my peer-reviewed journal articles. Please reach out for articles or a complete list of publications. You can use the contact form at the bottom of this page or visit my contact page.

Comprehension Instruction

  • Ness, M. (2016). Reading comprehension strategies in secondary content-area classrooms: Teacher use of and attitudes toward reading comprehension instruction. Reading Horizons, 49 (2).
  • Schimmel, N. & Ness, M. (2017). The effects of oral and silent reading on reading comprehension. Reading Psychology. DOI: 10.1080/02702711.2016.1278416 https://eric.ed.gov/?id=EJ1135772
  • Ness, M. (2015). Building preservice teachers’ ability to think aloud in literacy methods courses.  The Teacher Educator, 50(4). 257-271, DOI: 10.1080/08878730.2015.1072260.
  • Ness, M. (2014). Helping elementary teachers to think aloud.  Reading Horizons, 53(2), 1-20.
  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 1–20. DOI: 10.1080/02568543.2010.531076

Children’s Literature & Texts

  • Ness, M. (2019). Looking for “A kid like me”: Teacher candidates’ search for selves in children’s literature. Journal of Research in Childhood Education. https://eric.ed.gov/?id=EJ1221100
  • Wellbrock, G. & Ness, M. (2018). When books and theatre arts take center stage: Inside Broadway Books First Class. Language Arts. 95(3)

Dyslexia

  • Sanfilippo, J., Ness, M., Petscher, Y., Rappaport, L., Zuckerman, B., & Gaab, N. (2020). Reintroducing dyslexia: Early identification and advocacy in pediatric practice. Pediatrics, 146(1). DOI: https://doi.org/10.1542/peds.2019-3046
  • Ness, M. & Southall, G. (2010). Preservice teachers’ knowledge of dyslexia. Journal of Reading Education, 36(1), 36-43. Winner of Outstanding Article Award: Organization of Teacher Educators in Reading.

Word Knowledge

  • Chambre, S. Ehri, L., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, 33:1133–1162. https://doi.org/10.1007/s11145-019-09997-w
  • Chambre, S., Ehri, L., & Ness, M. (2017). Orthographic facilitation of first graders’ vocabulary learning with and without print referencing. Reading & Writing: An Interdisciplinary Journal, 30(5), 1137-1156.
  • Mehta, S., Ding, Y., Ness, M., & Chen, E. (2017). Invented spelling, word stress, and syllable awareness in relation to reading difficulties with children. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-017-9547-2

Learn More About My Literacy Services.