Research Interests

• Mentoring and Tutoring 
• Literacy assessment 
• Reading and writing strategy instruction 
• Inclusion and exceptional learners 
• Role of the literacy and digital learning coaches 
• Literacy learning with technology

• • Ontario College of Teachers,
    June, 1991  

Books (2020-present; refer to CV for complete list) 

Bennett, S., Gallagher, T., Somma, M. & Horne, M. (2026). Special education in Ontario schools (9th Ed.). Highland Press.  

Gallagher, T.L. & Ciampa, K. (2020). International perspectives on teacher candidates and in-service literacy teachers’ self-efficacy and collective efficacy. Palgrave Macmillan. ISBN 978-3-030-47820-9 DOI 10.1007/978-3-030-47821-6 https://www.palgrave.com/gp  

Book Chapters (2020-present; refer to CV for complete list) 

Bennett, S. & Gallagher, T. L. (2025). Critical components for inclusive education in school districts. In J. Specht, S. Sider, & K. Maich (Ed.), A research agenda for inclusive education. Edward Elgar Publishing.  

Bennett, S., Gallagher, T.L., Somma, M., White, R., & Wlodarczyk, K. (2021). Transitioning from segregation to inclusion: An effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition. In J. Goldan, J. Lambrecht & T. Loreman (Eds.), International perspectives on inclusive education. Volume 15: Resourcing inclusive education. pp. 103-116. Emerald Publishing. ISBN: 978-1-800043-457-8 https://www.emeraldgrouppublishing.com/  

Vintan, A. & Gallagher, T.L. (2020). Reimagining collaboration: Exploring teamwork among classroom, ESL teachers and technology learning facilitator to improve ELLs’ language skills. In B. Yoon (Ed.), Effective teacher collaboration for ELLs: Cross-curricular insights from K-12 classrooms. Routledge Research in Language Education Series. https://www.routledge.com/Routledge-Research-in-Language-Education/book-series/RRLE  

Ciampa, K. & Gallagher, T. L. (2020). Exploring teacher candidates’ self-efficacy for literacy instruction in the 21st century. International perspectives on teacher candidates and in-service literacy teachers’ self-efficacy and collective efficacy. Palgrave Macmillan. https://www.palgrave.com/gp  

Papers in Peer-Refereed Journals (2020-present; refer to CV for complete list) 

McLean, C., Gallagher, T.L., & Hatton, C. (accepted). An anatomy of the SoR: a systematic review of the conceptualizations and instrumental uses of the science of reading. Reading Research Quarterly.  

Nethercott, M. & Gallagher, T. (2026). Using AI as a teaching assistant: A contemporary twist on vocabulary instruction for multilingual learners. Literacy Today. 43(3). 66-67. 

Johnson, T., Hoch, M., Waller, R., Gallagher, T. L., Rogers, R., Orellana Garcia, P., Susin, C., Vokatis, B., Flores, B., Cavendish, L., & Huggins, S. (accepted). High-impact tutoring in literacy clinics: evidence of reading gains in K-8 students. Literacy Research and Instruction.  

Messenger, Y. & Gallagher, T.L. (2025). Joyful literacy learning opportunities for kindergarten educators: using design-based research to build collaborative educator-research partnerships. Language and Literacy, 27(3), 42-61. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29758/21620

Heenan, J. & Gallagher, T.L. (2025). Mentorship of special education teachers of students who have treatment and rehabilitation needs. International Journal of Educational Studies, 8(2), 129-138. DOI:10.53935/2641533x.v8i2.347  

Passaretti, B., Missiuna, C., Levinson, J.A., Turkstra, L.S., Gallagher, T., FIRST Development Team, & Campbell, W. (2024). Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services. Disability and Rehabilitation, 47 (12), 3201-3213. https://dx.doi.org/10.1080/09638288.2024.2417769  

Downey, A., Gallagher, T.L., Lemieux, A., McKee, L., Stouffer, J., & Wood, J. (2024). Introduction to the special issue: Literacy teachers navigating turbulent times in Canada. Language & Literacy, 26(3), 1-9. 

Gallagher, T. L., Gosine, K., & Ciuffetelli Parker, D. (2024). Funding (In)security and challenges: Non-profit literacy programming and neoliberal contradictions in Canada. Journal of Health and Human Services Administration, 47(3-4), 59-75. https://doi.org/10.1177/10793739241253224   

Gallagher, T.L., Orellana, P., Vokatis, B., Johnson, T., Cavendish, L., Waller, R., Hoch, M. & Huggins, S. (2024). Preparing tutors for assessment, data-based instruction, and reflective practice. Literacy Practice and Research, 49(1), Article 2.  https://digitalcommons.fiu.edu/lpr/vol49/iss1/2  

Specht, J., Fairbrother, M, Gallagher, T.L, Ismailos, L., Villella, M., & MacCormack, J. (2024). ‘Learning from what my mentor teachers were doing in the classroom to include diverse learners’: Experiences that contribute to the use of inclusive instruction in pre-service teachers. International Journal of Disability, Development and Education. 1-14. https://doi.org/10.1080/1034912X.2024.2403384  

Johnson, T., Cavendish, L., Waller, R., Hoch, M., Huggins, S., Gallagher, T.L., Orellana, P., Vokatis, B., & Flores, B. (2024). Re-centering students and teachers: Voices from literacy clinics. The Reading Teacher. https://doi.org/10.1002/trtr.2350  

Gallagher, T.L., Susin, C. & Grierson, A. (2024). Impactful digital technology coaches: identifying their characteristics and competencies while delineating their role.  Journal of Educational Research and Practice. 14(1), 151-171. https://doi.org/10.5590/JERAP.2024.14.1.10  

Messenger, Y., & Gallagher, T.L. (2024).  ‘My most tricky pickle!’ Balancing reading instruction in play-based kindergarten: Educator self-efficacy beliefs and pedagogical content knowledge needs. Journal of Teaching and Learning, 18(1), 38-55. p.38–55 https://doi.org10.22329/jtl.v18i1.8056www.jtl.uwindsor.ca  

Gallagher, T.L., Bennett, S., Somma, M. & White, R. (2024). A work in progress: Inclusion for students with developmental disabilities from the perspectives of principals and teachers. International Journal of Inclusive Education, 1-18. http://dx.doi.org/10.1080/13603116.2024.2326613 

Laster, B., Rogers, R., Gallagher, T.L., Scott, D.B., Vasinda, S., Orellana, P., Rhodes, J., Deeney, T., Waller, R., Hoch, M., Cavendish, L., Milby, T., Butler, M., Johnson, T., Msengi, S., Dozier, C., Huggins, S. & Gurvitz, D. (2024). Literacy clinics during COVID-19: Pivoting and imagining the future. Contemporary Issues in Technology and Teacher Education, 24(1).  https://citejournal.org//proofing/literacy-clinics-during-covid-19-pivoting-and-imagining-the-future  

Deeney, T., Dozier, C., Laster, B., Gallagher, T., Waller, R., Rhodes, J., Milby, T., Gurvitz, D., Hoch, M., Cavendish, L., Huggins, S., Msengi, S., McAndrews, S., Gray, E., McCarty, J. & Ferrara, P. (2023).  Family perspectives of university reading clinic/literacy lab experiences for their children: What matters. Journal of Teacher Education. https://doi.org/10.1177/00224871231211266  

Gallagher, T.L., Grierson, A., & Susin, C. (2023). Coaching high school English teachers in guided reading for struggling readers. Reading Horizons: A Journal of Literacy and Language Arts, 62 (2). 78-100. https://scholarworks.wmich.edu/reading_horizons/vol62/iss2/5/  

Susin, C., Gallagher, T.L., & Grierson, A. (2023). Synergistic collaborations among K-12 digital learning and STEM coaches and tech-industry partners. European Journal of STEM Education, 8(1), 06. https://doi.org/10.20897/ejsteme/13609  

Downes, T., Messenger, Y., Gallagher, T.L., & Collier, D. (2023). Experiences of parents of pre-adolescents coping with online learning, socialization and navigating critical media literacy. American Journal of Education and Technology (AJET), 2 (3). 104-122. https://doi.org/10.54536/ajet.v2i3.1844  

Ciampa, K., Gallagher, T.L., Hong, H., McKee, L., & Scheffel, T. (2023). An examination of Canadian and American pre-service teachers’ self-efficacy beliefs for 21st century literacy instruction. Reading Psychology. https://doi.org/10.1080/02702711.2023.2294730  

Gallagher, T.L., Grierson, A., & Susin, C. (2023). Facilitating professional learning for coaches through cross-district collaboration. International Journal of Mentoring and Coaching in Education. 12(2), 216-230. https://doi.org/10.1108/IJMCE-07-2022-0051 

Susin, C., & Gallagher, T.L. (2023). Tutoring during the pandemic: Mentoring tutors’ formative experiences using digital and multimodal texts. Mentoring & Tutoring: Partnership in Learning. 31 (3), 381-402. https://doi.org/10.1080/13611267.2023.2202477  

Passaretti, B., Turkstra, L.S., Gallagher, T., Jiang, A., Cahill, P., & Campbell, W. (2023). Reporting of classroom-based morphological awareness instruction and intervention for kindergarten to grade 3 students in the literature: A scoping review. Language Speech and Hearing Services in Schools. 54(2), 648-669. https://doi.org/10.1044/2022_LSHSS-22-00090  

Gosine, K., Ciuffetelli Parker, D., & Gallagher, T.L. (2023). Bridging and bonding: a case for prioritizing social capital cultivation in non-profit literacy programming. International Journal of Community Well-being, 6, 21-41. https://doi.org/10.1007/s42413-022-00186-2  

Winters, K.L., Gallagher, T.L., & Potts, D. (2022).  Creativity, collaboration and cross-age mentorships using STEM-infused texts. The Elementary STEM Journal, 27(2), 7-14. 

Fazio, X., Gallagher, T.L., & DeKlerk, C. (2022). Exploring adolescents’ critical reading of socio-scientific topics using multimodal texts. International Journal of Science and Mathematics Education. 1-24. https://doi.org/10.1007/s10763-022-10280-8    

Laster, B., Butler, M., Waller, R., Vasinda, S., Hoch, M., Orellana, P., Rhodes, J., Deeney, T., Scott, D. B., Gallagher, T., Cavendish, L., Milby, T., Rogers, R., Johnson, T., Msengi, S., Dozier, C., Huggins, S. & Gurvitz, D. (2022). Literacy clinics during COVID-19: voices that envision the future. Literacy Research and Instruction, 62(2), 155–179. https://doi.org/10.1080/19388071.2022.2134064  

Grierson, A., Gallagher, T.L., & St. Hilaire, R. (2022).  Forging the role of the digital learning coach: Flexibility, responsiveness, and resourcefulness in supporting teacher professional learning. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2038657 

Ciampa, K., & Gallagher, T.L. (2021). The development and validation of the teachers’ self-efficacy beliefs for literacy instruction in the 21st century scale: A pilot study. Journal of Research in Reading, 1-21. https://doi.org/10.1111/1467-9817.12361  

Collier, D., & Gallagher, T.L. (2020). Blogging in elementary classrooms: Mentoring teacher candidates’ to use formative assessment and connect theory to practice. Journal of Writing Teacher Education, 9(2), 1-26. https://scholarworks.wmich.edu/wte/vol9/iss2/11 

Gallagher, T.L., & Fazio, X. (2020). Engaging critical reading of socioscientific issues: Interrogating digital texts about climate change. Literacy Today, Nov/Dec., 38-39. http://viewer.zmags.com/publication/a577adea#/a577adea/40 

Delorey, J., Specht, J., Fairbrother, M., Ismailos, L., Villella, M., Charles, E., Vanderloon, M., Gallagher, T., Howell, G., & Whitley, J. (2020). Experiences that shape pre-service teachers’ inclusive practice beliefs: A group concept mapping study. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2020.1862403  

Bennett, S., Gallagher, T.L., Somma, M., & White, R. (2020). Transitioning towards inclusion: A triangulated view of the role of educational assistants. Journal of Research in Special Education Needs, 1-11. https://doi.org/10.1111/1471-3802.12508 

St. Hilaire, R., & Gallagher, T.L. (2020). Coaching kindergarten educators through design-based research to enact technology-enhanced reading instruction. International Journal of E-Learning & Distance Education. 35(1), 1-29. ISSN: 2292-8588 http://www.ijede.ca/index.php/jde/issue/view/83  

Gallagher, T.L. & Winters, K.L. (2020). Critical secrets: Tensions between authoring texts and the readability of leveled books. Educational Role of Language Journal, 1(3), 77-90. https://doi.org/10.36534/erlj.2020.01.06  

Tkach, R., & Gallagher, T.L. (2020). Sparking reading engagement through tablets during an early intervention reading program. Reading Horizons, 59(3). https://scholarworks.wmich.edu/reading_horizons/vol59/iss3/2/ 

Downes, T., Di Cesare, D., Gallagher, T.L., & Rowsell, J. (2020). Parents’ beliefs about and associations to their elementary children’s home technology usage. American Journal of Education and Information Technologies, 25, 4557-4574. https://doi.org/10.1007/s10639-020-10188-2   

Vintan, A., & Gallagher, T.L. (2020). Effective collaborative practices in ESL education. Education Canada, 60(2) https://www.edcan.ca/articles/effective-collaborative-practices-in-esl-education/ 

Refereed External Research Grants
SSHRC

Partnership Engage Grants

“Building Knowledge of Pre-Adolescents’ Critical Media Literacy through Collaborative Parent Training”

June 2020 – June 2021

Principal Investigator with D. Collier 

• EDBE 8P03: Cognition and the Exceptional Learner – Primary/Junior/Intermediate  
• EDUC 3P45: Reading and Literacy Development 
• EDBE 8P34: Language and Literacy I Primary/Junior