معرفی
Victoria Cardullo serves as Associate Professor and Program Coordinator for Elementary Education within the Department of Curriculum and Teaching at Auburn University's College of Education. With over 30 years of classroom teaching experience, she specializes in reading literacy and digital learning methodologies, contributing significantly to teacher education through her research on metacognitive strategies and digital text comprehension.
Her academic credentials include:
- Ed.D. in Curriculum and Instruction, University of Central Florida (2013)
- M.Ed. in Reading, University of Central Florida (2001)
- B.S. in Elementary Education, University of Central Florida (1997)
Dr. Cardullo's research centers on teacher disposition and metacognitive awareness in digital literacy environments. She investigates how educators' cognitive frameworks influence students' reading strategies across print and digital platforms, with particular emphasis on developing assessment tools like the i-MARSI inventory. Her work bridges theoretical understanding of cognitive processes with practical classroom applications for elementary educators.
Analysis of her recent publications reveals evolving scholarly trends: early work focused on digital reading strategies and metacognition (2013-2019), while current research (2020-2025) increasingly addresses STEM equity through children's literature and pandemic-induced challenges in online teaching. This progression demonstrates growing engagement with interdisciplinary connections between literacy, technology, and social justice in educational contexts.
Her professional recognition includes:
- Gary Moorman Early Career Literacy Scholar Award (2017)
As past chair of the American Reading Forum (2017-2019), Dr. Cardullo has shaped national discourse in literacy education. Though specific grant details aren't documented, her extensive publication record across journals like the Journal of Research in Reading suggests sustained research funding and active mentorship of emerging scholars through her program coordination role. Her scholarly trajectory reflects continuous adaptation to emerging educational technologies and evolving classroom demands.
