Ekaterina Midgette

Associate Professor of Literacy Education


Ph.D.Literacy EducationUniversity of Delaware
B.A./M.A.Linguistics and Intercultural CommunicationMoscow State Linguistic University, Russia

Professional Experience

Teaching graduate courses in literacy education in face-to-face, hybrid and online formats, conducting research in adolescent literacy, revising literacy program in accordance with ILA standards, teaching professional development workshops to Grade 6-12 teachers, representing literacy faculty and school of education at various external and internal professional events.

Courses taught: Theories and Teaching of Writing; Remediation of Literacy Problems; Diagnosis and Remediation of Literacy Problems; Clinical Practicum in Teaching Literacy (taught at a clinical setting); School-based Practicum in Teaching Literacy (taught in local public schools); Literacy for English Language Learners (taught on campus and at a local center for refugees); Research Seminar.

Teaching Interests

Argumentative and persuasive writing instruction and revision practices, reading-writing connection, literacy instruction for English as a New Language learners.

Research/Creative Works

  • Lemi, E., Midgette, E., & Seymour, J. (Eds.). (2019). Writing spaces: Writing as transformative, scholarly and creative practice. Leiden: Brill Rodopi.
  • Midgette, E. & Nakisli, S. (2019). Expression of humor in persuasive writing: Developmental trends and pedagogical implication. In E. Lemi, E. Midgette, & J. Seymour (Eds.), Writing spaces: Writing as transformative, scholarly and creative practice (pp. 40-56). Leiden: Brill Rodopi.
  • Midgette, E. & Philippakos, Z. (2016). Biliteracy, spelling, and writing: A case study. The Language and Literacy Spectrum, 26, 13-30.
  • Midgette, E. & Haria, P. (2016). The Effects of Comprehensive Text Structure Strategy Instruction on Eighth Graders’ Ability to Revise Persuasive Essays. Reading Psychology, 37(7), 1043-1075.
  • Haria, P. & Midgette, E. (2014). Genre-Specific Comprehension Strategy to Enhance Fifth Grade Reader’s Ability to Critically Analyze Argumentative Text. Reading and Writing Quarterly, 30, 297-327.
    Midgette, E., Haria, P., & MacArthur, C.A. (2008). The effects of content and audience awareness goals for revision on the overall persuasiveness of fifth and eighth grade students’ argumentative essays. Reading and Writing, 21, 131-151.