Levine, S. (2019). A Century of Change in High School English Assessments:An Analysis of 110 New York State Regents Exams, 1900–
Levine, S. (2018).Using Everyday Language to Support Students in Constructing Thematic Interpretations. Journal of the Learning Sciences, 20 (1), 1 - 31.
Levine, S., Bernstein, M. (2016). Opening George Hillocks’ territory of literature. English Education, 48, (2), 127 - 147 (invited).
Levine, S., Horton, W. (2015). Helping high school students read like experts: Affective evaluation, salience, and literary interpretation. Cognition and Instruction, 33 (2), 125 - 153.
Levine, S., Franzel, J. (2015). Teaching writing with radio. English Journal, 105 (5), 21 - 29.
Levine, S. (2014). Making interpretation visible with an affect-based strategy. Reading Research Quarterly, 49 (3), 283 - 303.
Levine, S., Horton, W. (2013). Using affective appraisal to help readers construct literary interpretations. Scientific Study of Literature, 3(1), 105 - 136.
Invited Book Chapters
Levine, S., Hall, A., Goldman, S., Lee, C.D. (2018). Design Principles for Instruction Built on Literary Ways of Knowing. In Nachowitz, M., Wilcox, K. (Eds.), Literacy in Secondary English/Language Arts Classrooms: Bridging the Gap to College and Career.
Lee, C.D., Goldman, S., Levine, S., Magliano, J. (2016). Epistemic Cognition in Literary Reasoning. In Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.), Handbook of Epistemic Cognition, New York: Routledge.