Dr. Stephanie Grtoe-Garcia
Dr. Stephanie Grote-Garcia is an Assistant Professor of Teacher Education for the Dreeben School of Education. She earned her Ph.D. in Curriculum and Instruction from Texas A&M University-Corpus Christi (TAMU-CC). Prior to joining The University of the Incarnate Word (UIW), she was a visiting assistant professor at TAMU-CC and a reading specialist in the Corpus Christi area. Dr. Grote-Garcia’s research interests include historical trends in reading instruction, reading teacher preparation, reading diagnosis, and patterned books. In 2011, she published two textbooks—Diagnosis and Correction of Reading Habits and Teaching the Individual Reader. Dr. Grote-Garcia has also co-authored an educational series titled Read, Reason, Write for elementary students.
Areas of Research:
Areas of Teaching:
Ph. D., Curriculum and Instruction (Reading Emphasis), 2009, Texas A&M University-Corpus Christi
Masters of Science in Reading, 2004, Texas A&M University-Corpus Christi
Bachelors of Science in Interdisciplinary Studies (Reading and Early Childhood Emphasis),2002, Texas A&M University- Corpus Christi
Grote-Garcia, S.A. & Hall, S. (2011). Teaching the individual reader. Dubuque, IA: Kendall Hunt
Grote-Garcia, S. A. & Garrett, S.D. (2011). Diagnosis and correction of reading habits. Dubuque, IA: Kendall Hunt.
Cassidy, J., Grote-Garcia, S., & Micklos, J. (2010). Read, reason, write: Amazing people. Elizabethtown, PA: Continental Press.
Nelson, N., & Grote-Garcia, S. (2009). Text analysis as theory-laden methodology. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of writing research. (pp. 406-419). New York: Routledge.Zipprich, M.A., Grace, M., & Grote-Garcia, S.A. (2009). Building story schema: Using patterned books as a means of instruction for students with special needs. Intervention in School and Clinic, 44(5), 294-299. DOI: 10.1177/1053451208330896.