Thomas, P.L. (2022). The Science of Reading movement: The never-ending debate and the need for a different approach to reading instruction. Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/publication/science-of-reading
A conversation with Paul Thomas. (2021). Talking Points, 32(2), 24-30. https://library.ncte.org/journals/tp/issues/v32-2/31300
Thomas, P.L. (2020). How to end the Reading War and serve the literacy needs of all students: A primer for parents, policy makers, and people who care. Charlotte, NC: Information Age Publishing.
Thomas, P.L. (2020). The critical redneck experience: “How can anybody know/How they got to be this way?” [and] Excavating intimacy, privacy, and consent as youth in a hostile world. In S.R. Steinberg & B. Down (eds.), The SAGE handbook of critical pedagogies (pp. xx-xx). London: SAGE Publishing.
Thomas, P.L. (2019). The ethical dilemma of satire in an era of fake news and the brave new world of social media. In K.H. Turner (ed.). The ethics of digital literacy: Developing knowledge and skills across grade levels (pp. 171-177). Lanham, MD: Rowman & Littlefield Publishers.
Thomas, P.L. (2019). Reflection: Teaching and writing as activism: Can scholars be too literal in post-truth Trumplandia? In S.L. Raye, S. Masta, S.T. Cook, & J. Burdick (eds.), Ideating pedagogy in troubled times: Approaches to identity, theory, teaching and research (pp. 157-164). Charlotte, NC: Information Age Publishing.
Thomas, P.L. (2019, Fall). War in the time of commas, grammar Nazis (post-apostrophe literature), like two lower-case pronouns. Journal of Language and Literacy Education, 15(2). Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Thomas_JoLLE19.pdf
Thomas, P.L. (2019). Teaching writing as journey, not destination: Essays exploring what “teaching writing” means. Charlotte, NC: Information Age Publishing.
Marakoff, K., & Thomas, P.L. (2019, March 25). Bridging the writing gap: Centering student voices in high school and college writing. Writers Who Care. Retrieved from https://writerswhocare.wordpress.com/2019/03/25/bridging-the-writing-gap-centering-student-voices-in-high-school-and-college-writing/
Thomas, P.L. (2019). History of violence: Guns, U.S. education, and American exceptionalism. In S. Shaffer, G. Rumohr-Voskuil, & S. T. Bickmore (ed.), Contending with Gun Violence in the English Language Classroom (pp. 9-15). New York, NY: Routledge.
Thomas, P.L. (2019). From Marvel’s Daredevil to Netflix’s Defenders: Is justice blind? In S. Eckard (ed.), Comic connections: Building character and theme (pp. 81-98). New York, NY: Rowman and Littlefield.
Goering, C., & Thomas, P.L., eds. (2018). Critical media literacy and fake news in post-truth America. Boston, MA: Brill.
Thomas, P.L. (2018). Wonder Woman: Reading and teaching feminism with an Amazonian princess in an era of Jessica Jones. In S. Eckard (ed.), Comic connections: Reflecting on women in popular culture (pp. 21-37). New York, NY: Rowman and Littlefield.
Thomas, P.L., & Goering, C.Z. (2018). Speaking truth to power in English Journal, 2013–18: A retrospective. English Journal, 107(6), 119-121.
Thomas, P.L. (2018, Spring). What literacy, and for whom, why? Language Arts Journal of Michigan, 33(2), 4-7.