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Fang, Zhihui

School of Teaching and Learning
College of Education

University of Florida
2423 Norman Hall
PO Box 117048
Gainesville, FL 32611
Fax: 352-392-9193

Research Biography

Dr. Zhihui Fang is Professor and Head of Reading and Literacy Education in the School of Teaching and Learning at UF. He is author of over 100 publications that include books, book chapters, and refereed journal articles, as well as over 200 refereed, invited, keynote, and featured presentations at national and international venues. He has served as author, column editor, editorial board member, or guest reviewer for over 20 national and international journals, including Australian Journal of Language and Literacy, Journal of Adolescent and Adult Literacy, Journal of Educational Research, Journal of Literacy Research, Language Arts, Reading Research Quarterly, Research in the Teaching of English, Reading Teacher, Science, Science Education, TESOL Quarterly, and Writing & Pedagogy. His areas of expertise include language and literacy education, functional linguistics, and teacher education. His recent research focuses on the language demands of reading and writing in the content areas. He is particularly interested in exploring the use of evidence-based language and literacy practices to support disciplinary learning and socialization,


Ph.D. in Curriculum and Instruction with an emphasis in Literacy and Language Education, Purdue University, USA (1997)

M.A. in Curriculum and Instruction with an emphasis in Reading Education, Louisiana State University, USA (1995)

M.A. in Applied Linguistics, Xiamen University, China (1991)

B.A. in English, Xiamen University, China (1988)

Key Professional Appointments

Assistant to Full Professor, University of Florida (1997 – present)

Awards & Honors

Dr. Fang has received many awards and honors for his teaching and scholarship, including Distinguished Guest Lecturer (Beijing Normal University, Chongqing Jiaotong University, Minzu University of China, and University of Science & Technology-Beijing), Ziqiang Eminent Scholar (Shanghai University), University Research Foundation Professorship (University of Florida), College of Education Teacher of the Year (University of Florida), Promising Researcher in English Education (National Council of Teachers of English), and School of Education Outstanding Dissertation Award (Purdue University).


Dr. Fang’s research and outreach efforts have been funded by federal and state agencies (e.g., U.S. Department of Education, Florida Department of Education), professional organizations (e.g., International Reading Association, National Council of Teachers of English), and private foundations (e.g., Spencer Foundation, AT&T Foundation, Bell South Foundation).

Selected Publications


Fang, Z. with L. Lamme & R. Pringle (2010). Language and literacy in inquiry-based science classrooms, grades 3-8. Thousand Oaks, CA: Corwin Press and Arlington, VA: National Science Teachers Association.

Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: The University of Michigan Press.

Book Chapters

Fang, Z. (2016). Academic language. In J. Liontas et al (Eds.), TESOL encyclopedia of English language teaching. New York: Wiley & TESOL.

Fang, Z. (2016). Academic language and subject area learning. In K. Hinchman & D. Appleman (Eds.), Adolescent literacy handbook of practice-based research (pp. 323-340). New York: Guilford.

Fang, Z., & Chapman, S. (2015). Enhancing English learners’ access to disciplinary texts through close reading practices. In M. Daniel & M. Kouider (Eds.), Research and practice that makes a difference in English learners’ success (pp. 3-18). New York: Rowan & Littlefield.

Fang, Z., Eutsler, L., Chapman, S., & Qi, Y. (2014). Using eReaders to enhance literacy instruction in content areas. In T. Rasinski, K. Pytash, R. Ferdig (Eds.), Using technology to enhance reading: Innovative approaches to literacy instruction (pp. 156-163). Bloomington, IN: Solution Tree.

Fang, Z., Schleppegrell, M., & Moore, J. (2013). The linguistic challenges of learning across academic disciplines. In A. Stone, E. Silliman, B. Ehren, B., & G. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed., pp. 302-322). New York: Guilford Press.

Fang, Z. (2013). Learning to teach against the institutional grain: A professional development model for teacher empowerment. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 237-250). London: Springer.

Fang, Z. (2012). The challenges of reading disciplinary texts. In T. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 34-68). New York: Guilford Press.

Journal Articles

Fang, Z. (2016). Text complexity in the U.S. Common Core State Standards: A linguistic critique. Australian Journal of Language and Literacy, 39(3).

Fang, Z. (2016). Teaching close reading with complex texts across content areas. Research in the Teaching of English, 51(1), 106-116.

Fang, Z. (2015). Writing a report: A study of preadolescents’ use of informational language. Linguistics and the Human Sciences, 10(2), 103-131.

Fang, Z., Ferdig, R., Wang, Z., & Trutschel, B. (2014). Middle school students’ reading responses: A linguistic perspective. Writing & Pedagogy, 6(3), 531-553.

Fang, Z. (2014). Preparing content-area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent and Adult Literacy, 57(6), 444-448.

Fang, Z. (2012). Approaches to developing content area literacies: A synthesis and a critique. Journal of Adolescent and Adult Literacy, 56(2), 111-116.

Fang, Z. (2012). Language correlates of disciplinary literacy. Topics in Language Disorders, 32(1), 19-34.

Fang, Z. (2011). Developing English language and literacy in post-secondary education: A functional linguistics perspective. Annual Review of Functional Linguistics《功能语言学年度评论》, 3, 87-108.

Fang Z., & Wang, Z. (2011). Beyond rubrics: Using functional language analysis to evaluate student writing. Australian Journal of Language and Literacy. 34(2), 147-165.

Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. Journal of Educational Research, 103(4), 262-273.

Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent and Adult Literacy. 53(7), 587-597.

Selected Links