Directory
Mary-Kate Sableski, Ph.D.
Associate Professor; Leary Chair for Innovation in Education, Health and Wellness
Full-Time Faculty
School of Education and Health Sciences: Teacher Education
Degrees
- Ph.D., Language, Literacy and Culture, Ohio State University, 2007
- M.Ed., Literacy, University of Dayton, 2001
- B.S., Elementary and Special Education, University of Dayton, 1998
Professional Activities
- National Council of Teachers of English
- International Reading Association
- Literacy Research Association
- American Library Association
- Children’s Literature Assembly (NCTE)
- Association for Library Service to Children (ALSC)
Research Interests
- Dyslexia
- Struggling readers
- Professional development
- Diversity in children’s literature
Selected Publications
Sableski, M. (2023). Supporting students with dyslexia in the classroom. Pathways to Research in Education, EDU, 1-12.
Graff, J., Liang, L., Martinez, M., McClure, A., Day, D., Sableski, M., Arnold, J.M. (2022). Contemporary children’s literature in education courses: diverse, complex, and critical. Literacy Practice and Research, 47(3), https://digitalcommons.fiu.edu/lpr/vol47/iss3/3
Sableski, M. (2022). Developing a mindset: the role of clinical practice in preservice teachers’ understandings about dyslexia. In Polly, D. (Ed.) Preparing Effective Teachers: Advances in Clinical Practice (p. 21-41). IAP.
Sableski, M. & Arnold, J. (2021). Seeking diversity in children’s literature utilized in elementary classrooms. Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (p. 87-102). IGI Global.
Driskell, S, Pinnell, M. & Sableski. M. (2021). Virtual STEM stories: Blending STEM and literacy in a virtual environment. Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (p. 494-514). IGI Global.
Sableski, M., Pinnell, M., Driskell, S. & Smith, T, & Franco, S. (2020). STEM Stories: Connecting STEM and literacy in an afterschool program. In L. Henry & N. Stahl (Eds.), Literacy Across the Community: A Handbook of Research & Praxis (p.315-329). New York: Routledge.
Sableski, M., Rosemary, C., & Kinnucan-Welsch, K. (2020). Use of a metacognitive tool to facilitate teacher reflection in an online context. In R. Karchmer-Klein and K. Pytash. (Eds.), Effective Practices in Online Literacy Teacher Preparation (pp. 65-83). IGI Global.
Sableski, Mary-Kate (2015). Pondering Diversity. Children & Libraries: the journal of the Association for Library Service to Children. Vo. 13.3 (1542-9806).
Richards, S. B., Frank C. L., Sableski M. K., & Arnold, J. M. (2016). Collaboration among professionals, students, families, and communities. New York, NY: Routledge.
Arnold, J. & Sableski, M. (2016). Consistency and change: becoming a literacy leader in an urban school. Journal of Literacy Practice and Research. 41(2), 54-59.
Sableski, M. (2015). Revising, renewing, and reimagining: the development of a dyslexia certificate program. Ohio Journal of Teacher Education. 29(1), 57-68.
Sableski, M., Arnold, J. & Adomat, D. (2015). Celebrating the hero in all of us: an interview with Kadir Nelson. Journal of Children’s Literature. 41(2), 46-51.
Arnold, J. & Sableski, M. (2015, Fall). The insider perspective: insights on diversity from award-winning diverse authors. Children and Libraries, 12-15.
Aziz, S., Arnold, J., & Sableski, M. (2014). Falling through a hole, wearing the hat of imagination and ingenuity: a conversation with Jon Klassen. Journal of Children’s Literature, 40(2), 59-64.
Arnold, J. M. & Sableski, M. (2014). Making the match: bringing children and books together through teacher professional learning communities. The Dragon Lode, 32(2), 22-28.
Sableski, M. (2009). Scaffolding as an impetus for change when working with struggling readers. Journal of Reading Education, 34(3), 30-7.
Sableski, M. (2008). Reading assessment: over the river and through the woods. History of Reading News, 31(2), 1-4.