Gay Ivey

Teacher Education and Higher Education (TEHE) Department

William E. Moran Distinguished Professor in Literacy
Office: 485 SOE Building


  • Ph.D. in Reading Education, University of Georgia
  • M.Ed. in Reading Education, University of Virginia
  • B.A. in English, College of William and Mary


Gay Ivey is the William E. Moran Distinguished Professor in Literacy. Her research centers around engaged reading as a tool for improving the academic and relational lives of children and adolescents. She is particularly interested in helping teachers and school districts solve problems related to reading instruction and children’s achievement and engagement. She is an elected member of the Reading Hall of Fame and 2018 President of the Literacy Research Association.

Link to Dr. Ivey’s CV


Ivey, G., & Johnston, P. H. (2017). Emergent adolescence in engaged reading communities. Language Arts, 94(3), 159-169.

Ivey, G., & Johnston, P. (2015). Engaged reading as a collaborative transformative practice. Journal of Literacy Research, 47(3), 297-327.

Johnston, P. & Ivey, G. (2015). Discursive contexts, individual differences and reading. In P. Afflerbach (Ed.) Handbook of Individual Differences in Reading: Reader, Text and Context. Routledge.

Johnston, P. &; Ivey, G. (2015). Engagement: A hub of human development. In M. Glover & E. O. Keene & (Eds.). The Teacher You Want to Be: Essays about Children, Teaching, and Learning. Portsmouth, NH: Heinemann.

Ivey, G. (2015). To motivate, or to understand motivations? Voices from the Middle, 23(1), 83-85.

Ivey, G. (2014). The social side of engaged reading for young adolescents. The Reading Teacher, 68(3), 165-171.

Ivey, G., & Johnston, P. H. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly, 48(3), 255-275.

Ivey, G. (2011). Opening up the conversation on literacy, college, and career. Journal of Adolescent & Adult Literacy, 55, 96-99.

Johnston, P., Ivey, G., & Faulkner, A. (2011). Talking in class: Remembering what is important about classroom talk. The Reading Teacher, 65, 232-237.

Ivey, G. (2011). What not to read: A book intervention. Voices from the Middle, 19, 22-26.

Ivey, G. (2010). Texts that matter. Educational Leadership, 67, 18-23.

Ivey, G., & Broaddus, K. (2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading Research Quarterly, 42, 512-545.