Office Hours:

  • M 4:00-4:45; T, 2:30-4:45
  • and by appointment
 
 

Ernest Balajthy

Professor

Ella Cline Shear School of Education

South Hall 222B
1 College Circle
Geneseo, NY 14454
585-245-5254
balajthy@geneseo.edu

Dr. Balajthy is Professor of Education in the Literacy Division.

Faculty Information

Education

  • Ed.D., Rutgers University
  • M.Ed., Rutgers University
  • B.A., Rutgers College

Employment

  • Dr. Balajthy taught for almost 10 years in New Jersey public schools, as a classroom teacher and as a reading specialist.
  • He has directed literacy/reading clinics at all levels, early literacy through adult.
  • At SUNY-Geneseo, Dr. Balajthy is the faculty advisor to the InterVarsity Christian Fellowship and the Elementary and Secondary Education Association.

Research Interests

Ernest Balajthy is the author of three books and many articles in the field of reading and literacy. Balajthy's most recent book is Struggling Readers: Assessment and Instruction K-6 (Guilford). He is the author of two of the earliest books on using computers to teach literacy, Microcomputers in Reading and Language Arts and Computers and Reading: Lessons from the Past and the Technologies of the Future (both published by Prentice Hall). He has also authored over 100 articles related to literacy and technology and has edited regular columns on the topic in two journals: Reading and Writing Quarterly and The Reading Teacher. His other scholarly interests include assessment and testing, metacognition, and comprehension.

Publications and Professional Activities

  • Research study in progress: “Grades 1-12 Beta Testing and Norming of Tier Tracker for Mathematics Universal Screening and Progress Monitoring Test.” Sponsored and funded by School Specialty Intervention, Inc., Cambridge, MA: 2-year study being carried out with 10,000 K-12 students.
  • Accepted for online and print publication by School Specialty, Inc., Cambridge, MA: Research Basis White Paper for Making Connections Intervention Online, a blended learning curriculum for struggling middle school readers
  • Publication and paper presentation: “An Interdisciplinary Approach to Software Development in Educational Technology.” 2011 Proceedings of the International Association of Technology, Education, and Development, Barcelona, Spain. (Co-author: Edina Torlakovic, Carleton University, Ottawa, Ontario)
  • Online and print publication, 2011: Research Basis White Paper for CAVAS: Content Area Vocabulary. Boston, MA: School Specialty Intervention, http://eps.schoolspecialty.com/downloads/research_papers/series/MCI_research.pdf
  • In progress for online and print publication by School Specialty, Inc., Cambridge, MA: Research Basis White Paper for Wordly Wise 3000 Online, a K-12 online program for academic vocabulary development
  • Research study in progress: “Year 2 of the Restore Evaluation Study.” 2010-2011 data collection and research on the Restore After-School Program for Urban Youth, Elizabeth, New Jersey.
  • Paper presentation: “Response to Intervention (RTI) and Technology-Based Assessment.” Association for Supervision and Curriculum Development, San Francisco, March, 2011
  • Presentation accepted: “Supporting Urban After-School Programs Using Technology.” International Reading Association, Orlando, FL, May, 2011.

Affiliations

  • International Reading Association
  • Association of Literacy Educators and Researchs
  • Literacy Research Association
Fall 2014 Classes

CURR 612:
Diagns&Assess-Rdg&Lit:Early Ch

    The course introduces students to principles of diagnosis and assessment in reading, writing, and literacy. Informal and formal assessment instruments are studied and administered. Attention is paid
    to patterns of reading disability, as well as implications for instruction. The course addresses assessment at the early childhood, childhood, middle childhood and adolescent levels. Students study how to implement distric-wide, school-wide, and classroom assessment programs. Offered: spring
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EDUC 303:
Field Experience:English-Act

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
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EDUC 303:
Field Experience:Science-Lec

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:Math-Lec

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:Science-Act

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:Soc St-Act

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:English-Lec

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:Soc St-Lec

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.

EDUC 303:
Field Experience:Math-Act

    Students in this course will meet with supervisors in a seminar setting and will spend two weeks in pre-student teaching observation of classroom teachers. Prerequisites: (1) Senior standing; (2) INT
    D 301 and INTD 302; (3) Completion of prior field experiences required for EDUC 204, 2.5 college-wide GPA; 2.75 GPA, Secondary Education Program (INTD 203, EDUC 204, SPED 205, EDUC 215, INTD 301, INTD 302).
Read more.