Robin Griffith, Ph.D.

Robin Griffith, Ph.D.

Associate Professor

Program Area: Reading, English/Language Arts

(817) 257-6789  |

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129


Robin Griffith’s research focuses primarily on the teacher and the seemingly critical role the teacher plays in helping students become successful readers and writers. One line of inquiry examines the development of preservice teachers’ understandings about literacy and various aspects of teacher preparation programs that can support the development of the qualities of excellent teachers of reading as identified by the International Reading Association. A second line of inquiry concentrates on teacher decision making in literacy instruction and the thoughtful adaptations teachers make in daily instruction. Prior to teaching at the university, Dr. Griffith taught in the public schools in Texas and trained literacy coaches in numerous states.

Dr. Griffith currently serves as the co-editor of the International Literacy Association’s journal, The Reading Teacher. To see a full list of Dr. Griffith’s publications, teaching, service, and other achievements, you may view her TCU Vita.  


Ph.D., Curriculum & Instruction
Texas Tech University

M.Ed., Language and Literacy Education
Texas Tech University

B.S., Human Development and Family Studies with concentration in Early Childhood Education
Texas Tech University

Academic Areas

  • Literacy
  • Reading
  • English/Language Arts

Research Areas

  • Teacher Decision Making
  • Thoughtfully Adaptive Teaching
  • Early Literacy
  • Professional Development of Pre-service and In-service Teachers

Professional Achievements

  • Literacy Collaborative Trainer
  • Reading Recovery Advocate

Selected Publications

Faggella-Luby, M., Griffith, R., Silva, S., & Weinburgh, M. (accepted). Assessing ELLs reading comprehension and science understanding using retellings. Electronic Journal of Science Education.

Griffith, R., Bauml, M., & Quebec-Fuentes, S. (accepted). Promoting metacognitive decision-making in teacher education.  Theory Into Practice. Themed issue: Adaptive teaching: Theoretical implications for practice.

Griffith, R., Bauml, M., & Barksdale, B. (2015). How context and teacher knowledge influence in-the-moment teaching decisions in reading. Journal of Research in Childhood Education, 29, 444-457. DOI: 10.1080/02568543.2015.1073202.

Griffith, R. & Groulx, J. (2014). Profile for teacher decision making: A closer look at beliefs and practice. Journal of Research in Education.24 (2). P. 103-115.

Griffith, R. (2014). Using guided writing conferences to guide teaching decisions during interactive writing. Journal of Reading Education, 39 (3). 14-21.

Griffith, R., Silva, C., & Weinburgh, M. (2014). Language and literacy brokering: Becoming “linguisticians” through parent interviews. Language Arts, 91(5), 340-351.

 Griffith, R., Massey, D., & Atkinson, T. (2013). Examining the forces that guide teaching decisions. Reading Horizons.52(4), 305-332.