[Header Photo by Jess Bailey on Unsplash]

Thomas, P.L. (2025). Black Widow underestimated and hypersexualized: “I am what I am.” Brill.

Thomas, P.L. (TBD). Haruki Murakami’s 7 stories: “It’s quite easy to become Men Without Women.” In J. Milburn (ed.), Haruki Murakami and philosophical concepts (pp. TBD). Palgrave.

Thomas, P.L. (TBD). Crisis as distraction and erasure: How SOR fails diversity and urban students.  Journal of Literacy and Urban Schools.

Thomas, P.L. (2025). Navigating (another) reading crisis as an administrator: Rethinking the “science of reading” movement. Journal of School Administration, Research and Development, 10(1), 38-48. https://ojed.org/JSARD/article/view/6706

Thomas, P.L. (2024, November). We teach English in times of perpetual crisis: For all ELA teachers, “the time is always now.” English Journal, 114(2), 21-26. https://publicationsncte.org/content/journals/10.58680/ej2024114221

Thomas, P.L. (2024, September). We teach English in times of perpetual crisis: The media continue to misread teaching reading and literacy. English Journal, 114(1), 14-19. https://publicationsncte.org/content/journals/10.58680/ej2024114114

Thomas, P.L. (2024, May). Teaching English in the “science of reading” era: We teach English in times of perpetual crisis: Selling a story of reading. English Journal, 113(5), 16-22. https://publicationsncte.org/content/journals/10.58680/ej2024113516 [Open Access https://publicationsncte.org/content/journals/10.58680/ej202411342]

Thomas, P.L. (2024, March). We teach English in times of perpetual crisis: The long (and tedious) history of reading crisis. English Journal, 113(4), 21-26. https://publicationsncte.org/content/journals/10.58680/ej2024113421

Thomas, P.L. (2023, November). Everything you know is wrong: The “science of reading” era of reading legislation. Perspectives and Provocations, (11), 1-17. https://drive.google.com/file/d/12fAfLV1pCh7ZXV-UFsTftFd7y_MLSK-O/view

Compton-Lilly, C., Spence, L.K., Thomas, P.L. & Decker, S.L. (2023). Stories grounded in decades of research: What we truly know about the teaching of reading. Reading Teacher, 77(3), 392-400. https://doi.org/10.1002/trtr.2258

Thomas, P.L. (2023). The science of reading era: Seeking the “science” in yet another anti-teacher movement. Journal of Reading Recovery, 22(5), 5-17.

Thomas, P.L. (2023). The “science of reading,” education faddism, and the failure to honor the intellectual lives of all children: On deficit lenses and ignoring class and race stereotyping. Voices in the Middle, 30(3), 17-21.

How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (2nd Edition) – IAP – [first edition]

The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction (policy brief) – NEPC

A Critical Examination of Grade Retention as Reading Policy (white paper). Prepared for the Ohio Education Association in response to Ohio’s “Third Grade Reading Guarantee”, September 15, 2022

The Never-Ending Debate and the Need for a Different Approach to Reading Instruction – NCTE Blog

“Science of Reading” Media Advocacy Continues to Mislead – RRC

A conversation with Paul Thomas. (2021). Talking Points, 32(2), 24-30.