JeanMarie Farrow
Assistant Professor of Reading and Program Coordinator for the Literacy Specialist Program Early Childhood and Elementary Education- Education
Ph.D. in Literacy and Learners, Temple University Graduate School of Education & Development, 2020
M.A. in Teaching Reading and Writing, Union University, 2010
B.A. in Elementary Education and in English summa cum laude, Rowan University, 2006
- Specializations
Early language and literacy growth
Approaches for teaching reading and writing at various developmental stages
Methods to support and empower educators in facilitating effective literacy instruction
- Biography
JeanMarie Farrow is an assistant professor of reading and program coordinator of the Literacy Specialist program at the College of Education & Human Development.
Farrow was a postdoctoral scholar at the University of Pennsylvania’s Graduate School of Education and a research scientist at Temple University’s College of Education and Human Development, where she also received her Ph.D.
Farrow’s research is driven by a commitment to providing meaningful literacy opportunities for children most susceptible to difficulties, aiming for transformative outcomes. Her research investigates mechanisms to support language and literacy growth in children, strategies for educators to foster language and literacy development across developmental stages and methods to empower teachers in facilitating this growth.
Farrow adopts a sociocultural perspective in her work, recognizing and honoring the diverse communication styles and language use of culturally and linguistically diverse children, which shape their unique perspectives and understanding of the world.
Her research has been published in esteemed journals such as Early Childhood Research Quarterly (2020), Frontiers in Psychology (2021), Topics in Language Disorders (2022), Reading/Writing Quarterly (2024), Journal of Child Language (2024) and Teaching and Teacher Education (2024). Notably, she brings over 15 years of experience as an early childhood teacher, as well as an elementary and middle school literacy educator, enriching her research with valuable practical insights.
- Publications
Recent Publications
Farrow, J. M., Wasik, B. A., & Hindman, A. H. (in press). Exploring the unique contributions of teachers’ quality language features to the vocabulary learning of preschool and kindergarten children. Journal of Child Language.
Farrow, J. M., Hindman, A. H., & Wasik, B. A. (2024). Exploring Relations between Teachers’
Language- and Code-Based Writing Supports to Early Literacy and Vocabulary Learning in Children with Language Vulnerabilities. Reading & Writing Quarterly: Overcoming Learning Disabilities, 1–22. https://doi.org/10.1080/10573569.2024.2304764Kavanagh, S. S., Farrow, J. M., Grossman, P., Pupik Dean, C., & Hermann, Z. Practicing
Inquiry: Investigating How Coaches Support Teachers to Lead Inquiries in Project-Based
Learning Classrooms. (2024). Teaching & Teacher Education, 144.Farrow, J. M., Kavanagh, S. S. & Samudra, P. G. (2022). Exploring relationships between professional development and teachers’ enactment of project-based learning. Education Sciences, 12(4), 282.
Hindman, A. H., Farrow, J. M. & Wasik, B. A. (2022). Teacher-child conversations:
insights into how teacher feedback supports language development. Topics in Language Disorders, 42 (4), 336-359.Hindman, A. H., Farrow, J. M., Anderson, K., Wasik, B. A. & Snyder, P. (2021). Understanding child-directed speech around book reading in toddler classrooms: Evidence from early Head Start programs. Frontiers in Psychology, 12, 1-17.
Farrow, J. M., Wasik, B. A., & Hindman, A. H. (2020). Exploring the unique contributions of
teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, 178–190.