Associate Professor
OFFICE LOCATION
331 Education
MAILING ADDRESS
Texas Tech University
College of Education
Box 41071
Lubbock, TX 79409-1071
DIRECT PHONE
(806) 742-1997 ext. 240
DEPARTMENT PHONE
(806) 742-1997
FAX NUMBER
(806) 742-2179
EMAIL ADDRESS
Mellinee K. Lesley, Ph.D.
Short Biography
After receiving a Bachelor of Arts degree from the University of Iowa, Dr. Mellinee Lesley began her career as a literacy practitioner teaching freshman composition and technical writing at New Mexico State University while working on her Masters degree in rhetoric and composition. Dr. Lesley then taught high school English in El Paso, Texas. During this time, Dr. Lesley also taught basic writing courses for the University of Texas at El Paso and the El Paso Community College. Upon completion of a Ph.D. from the University of Pennsylvania with an emphasis in Reading/Writing/Literacy, Dr. Lesley accepted a position at Eastern New Mexico University where she taught courses in reading education and served as director for the developmental reading program for four years. In 2002, Dr. Lesley joined the Texas Tech College of Education faculty as an assistant professor in both the Language and Literacy Program and the Secondary Education Program. Currently, Dr. Lesley has over eighteen years of teaching experience in high school, adult basic education, developmental reading, freshman composition, and teacher preparation settings. Dr. Lesley is also a fellow of the National Writing Project and past interim director for the High Plains Writing Project.
Research / professional interests / activities
Dr. Lesley is interested in examining intersections of agency, identity, and critical literacy with marginalized readers and writers. Dr. Lesley’s research also includes examining the literacy identities of secondary preservice teachers. Dr. Lesley’s current research direction is an exploration of the literacy development of “at risk” adolescents. Specific literacy domains featured in Dr.Lesley’s work include critical literacy, adolescent literacy, content area literacy, developmental reading, practitioner research, narrative inquiry, and discourse analysis. Dr. Lesley’s research has been published in the Journal of Adolescent and Adult Literacy, Language Arts, Reading Research and Instruction, The Journal of College Literacy and Learning and The Teacher Educator.
Projects
Mellinee Lesley’s most recent research projects include partnering with the Communities in Schools program to examine the literacy development of marginalized adolescents. In addition to this line of inquiry, Dr. Lesley is also engaged in ongoing research involving preservice teachers’ attitudes and knowledge about adolescent literacy and content area literacy instruction.
Classes Taught
EDCI 3325 Trends and Issues in Educational Policy and Practice
EDLL 4382 Reading and Writing in the Secondary Classroom
EDLL 5341 Literacy in Secondary Content Area Classrooms
EDLL 6350 Studies in Language Arts
EDLL 6353 Investigations in Literacy
EPSY 6305 Qualitative Data Analysis
RECENT PUBLICATIONs
Lesley, M. & Matthews, M. (2009). Place based essay writing and content area literacy instruction for preservice secondary teachers. Journal of Adolescent & Adult Literacy, 52 (6), 523-533.
Lesley, M. (2009). ‘You gotta read it with awake in you’: High school ‘marginalized’ readers, engagement, agency, and reading as performance. In J. Richards & C. Lassonde (Eds.) Evidence-based quality literacy tutoring programs: What works and why. Newark, DE: International Reading Association.
Lesley, M., Button, K., Elliot, S., Griffith, R., Hamman, D., & Olivarez, A. (2009). ‘I’m prepared for anything now’: Student teacher and cooperating teacher interaction as a critical factor in determining the preparation of “quality” elementary reading teachers. The Teacher Educator, 44, 40-55.
Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.
Lesley, M. (2008). High stakes testing and fourth grade readers: Documenting the impact on teachers, children, and learning. Thinking Classroom/Peremena., 9 (2), 20-28.
Lesley, M., Watson, P., & Elliot, S. (2007). ‘School’ reading and multiple texts: Examining the metacognitive development of secondary-level pre-service teachers. Journal of Adolescent and Adult Literacy. 51(2),150-162.