Publications
A published, cited record — twenty years deep.
Peer-reviewed chapters and journal research spanning reading comprehension, motivation and engagement, social-emotional learning, and inclusive school leadership. This is the complete scholarly record in one place.
- Peer-reviewed author
- Cited 1,000+ times
- 9 institutions
- 4 shipped platforms
- National conference presenter
Recent chapters appear under N. Kammer. The 2004 reading comprehension work was published under my maiden name, N. T. Scafiddi, as a member of the Concept-Oriented Reading Instruction (CORI) research team at the University of Maryland. Both names belong to the same body of work.
Book Chapters
- 01
Strategies for fostering inclusivity, respect, and social-emotional learning in P-12 classrooms
Ristow, A. M., & Kammer, N.
Strategies for Addressing Social-Emotional Needs of Learners · IGI Global · 2026
Established a practical framework for integrating social-emotional learning, inclusivity, and respect into P–12 classrooms — including how artificial intelligence can support that work responsibly.
- 02
How school leaders can support teachers with program implementation
Boyle, C., Wills, M., Jackson, L. E., & Kammer, N.
Inclusive Education in the 21st Century · IGI Global · 2021
Positioned continuous reflective practice as the driver of durable change, showing how leaders sustain implementation instead of launching and walking away.
- 03
Reading comprehension for information text: Theoretical meanings, developmental patterns, and benchmarks for instruction
Guthrie, J. T., & Scafiddi, N. T.
Motivating Reading Comprehension · Routledge / Taylor & Francis · 2004
Defined comprehension of informational text and set the developmental patterns and instructional benchmarks the field still references. Cited 41+ times.
Journal Articles
- 01
Increasing reading comprehension and engagement through concept-oriented reading instruction
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S.
Journal of Educational Psychology · American Psychological Association · 2004
Demonstrated that pairing motivation support with explicit strategy instruction raises both comprehension and engagement — a foundational study in the CORI research line.
One continuous line of work
The research, the chapters, and the shipped platforms are the same project — not a career of unrelated jobs.
The comprehension and motivation findings from the CORI years became classroom frameworks in the IGI Global chapters, and those frameworks became working software families and teachers use today. Each stage is the delivery mechanism for the one before it.
A complete list of publications, presentations, and citation records is available on request.