EXPERTISE
Special Education
Bilingual/ESL Education
Literacy
FACULTY PROFILE
Sara L. Jozwik, Ed.D., is an Associate Professor and Multicategorical Special Education Program Coordinator at Governors State University. Her work centers on justice-oriented teacher preparation, inclusive literacy practices, and the education of multilingual learners with disabilities. Dr. Jozwik brings over 20 years of experience in education to her teaching, research, and service. Her scholarship examines equity in language and literacy instruction, the use of multimodal and metacognitive strategies in special education, and the application of single-case research design to support intervention development. As Vice President of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) within the Council for Exceptional Children (CEC), Dr. Jozwik is committed to advancing linguistically affirming, disability-just pedagogies that challenge exclusionary practices in schools and elevate the voices of students and families.
PUBLICATIONS
Evans, L., Joseph, T., Jozwik, S., & Bartlett, M. (2024). Preparing inclusive early childhood educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity. TESOL Journal. https://onlinelibrary.wiley.com/doi/10.1002/tesj.863
Jozwik, S. L. (2022). Scaffolds to support reading comprehension for English Language Learners. Illinois Reading Council Journal,51(1), 51–54. https://doi.org/10.33600/IRCJ.51.1.2022.51
Jozwik, S. L. (2021). Leveraging technology applications to make texts accessible for English Language Learners. Illinois Reading Council Journal, 50(1), 62–66. https://doi.org/10.33600/IRCJ.50.1.2021-2022.62
Jozwik, S. L., Cuenca-Carlino, Y., & Gardiner-Walsh, S. (2020). Special education teachers’ preparedness for teaching emergent bilingual students with disabilities. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 20(2), 38–53.
Jozwik, S. L., & Hardin, S. E. (2020). Affirming linguistic diversity by using picture books that feature bidialectal and bilingual voices. Illinois Reading Council Journal, 49(1), 57–63.
Jozwik, S. L., & Rice, N. E. (2020). Analyzing the portrayal of characters with reading difficulties in realistic fiction. Journal of Adolescent and Adult Literature, 64(2), 167–179. https: /doi.org/10.1002/jaal.1081
Jozwik, S. L., Freeman-Green, S., Kaczorowski, T., & Douglas, K. H. (2020). Effects of peer-assisted multimedia vocabulary instruction for high school English language learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 40(4), 237–250. doi:10.1080/10573569.2020.1723153
Jozwik, S. L., Cuenca-Carlino, Y., Lin, M., Mustian, A., & Hardin, S. E. (2020). Reading comprehension interventions for English learners with learning disabilities: A systematic review. Special Education Research, Policy & Practice, 4(1), 74–94. https://issuu.com/hofstra/docs/2020-special-education-research-policy-practice?fr=sNmQ1MTE5OTM5NjM
Jozwik, S. L., & Cuenca-Carlino, Y. (2020). Promoting self-advocacy through persuasive writing for English language learners with learning disabilities. Rural Special Education Quarterly 39(2), 82–90. https://doi.org/10.1177/8756870519892883
Jozwik, S. L., & Gardiner-Walsh, S. (2019). From roots to riches: Morphological analysis strategy instruction for English language learners. Illinois Reading Council Journal, 48(1), 78–89.
Jozwik, S. L., & Mustian, A, L. (2019). Effects of technology-supported Language Experience Approach for English learners with exceptional needs. Reading & Writing Quarterly, 36(5), 418—437. https://doi.org/10.1080/10573569.2019.1655690
Jozwik, S. L., Cuenca-Carlino, Y., Mustian, A. L., & Douglas, K. H. (2019). Self-regulated strategy development reading comprehension instruction for emerging bilingual students with learning disabilities. Preventing School Failure: Alternative Education for Children
and Youth, 63(2), 121–132. doi: 10.1080/1045988X.2018.1523126.
Jozwik, S. L., Peterson-Karlan, G., & Kaczorowski, T. L. (2018). Effects of POWER strategy instruction for students supported by assistive technology. Journal of International Special Needs Education. https://doi.org/10.9782/18-0001
Jozwik, S. L., Kaczorowski, T. L., & Cahill, A. S. (2018). Unblocking barriers: Universal Design for Learning and literacy instruction in culturally and linguistically diverse contexts. Illinois Reading Council Journal, 47(1), 63–74.
Jozwik, S. L., & Cahill, A. S., & Sánchez, G. (2018). Collaboratively crafting individualized education program goals for culturally and linguistically diverse exceptional learners. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 140–148. doi:10.1080/1045988X.2017.1393791
Jozwik, S. L., & Douglas, K. H. (2017). Effects of multicomponent academic vocabulary instruction for English learners with learning difficulties. Learning Disability Quarterly, 40(4), 237–250. doi: 10.1177/0731948717704967
Jozwik, S. L., & Douglas, K. H. (2017). Effects of a technology-assisted reading comprehension intervention for English learners with learning disabilities. Reading Horizons: A Journal of Literacy and Language Arts, 56(2), 42–63.
Jozwik, S. L., & Landa-Vialard, O., Lin, M., Tsinajinie, G., & Mshaiel, A.* (2017) Using a CAN DO approach to assess English language learners’ oral reading. Illinois Reading Council Journal, 46(1), 78–87.
Jozwik, S. L., Cuenca-Carlino, Y., & Lewis-Pratl, K.* (2017). Cultural responsiveness in databased individualization and literacy assessment for English learners. Illinois Reading Council Journal, 45(2), 74–79.
Jozwik, S. L., & Douglas, K. H. (2016). Effects of semantic ambiguity detection training on reading comprehension achievement of English learners with learning difficulties. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(2), 37–57.