Griffin, P. (1977). How and when does reading occur in the classroom? Theory into practice, 16(5), 376-383.
Griffin, P. (1977). Reading and Pragmatics: Symbiosis. In Roger W. Shuy (Ed.) Linguistic Theory: What can it say about reading? Newark DE: International Reading Association.
Griffin, P. (1978). Assessing Comprehension in a School Setting. Linguistics and Reading, Series: 3. Papers in Applied Linguistics. Arlington, VA: Center for Applied Linguistics.
Griffin, P., & Humphrey, F. (1978). Task and talk at lesson time: Children’s functional language and education in the early years (Final report to Carnegie Corporation). New York: Carnegie Corporation.
Cole, M., & Griffin, P. (1980). Cultural amplifiers reconsidered. In D. Olson (Ed.), Social foundations of language and thought. New York: W. W. Norton.
Mehan, H. & Griffin, P. (1980). Socialization: The view from classroom interactions. Sociological Inquiry, 50 (3-4), 357-392.
Mehan, H. & Griffin, P. (1981). Sense and Ritual in Classroom Discourse. In Florian Coulmas, (Ed.), Conversational Routine: Explorations in Standardized Communication Situations and Prepatterned Speech, (pp. 187-214). The Hague: Mouton.
Griffin, P., Cole, M., & Newman, D. (1982). Locating tasks in psychology and education. Discourse Processes, 5, 111-125.
Griffin, P. (1982). A model system for the study of learning difficulties. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(3).
Cole, M., & Griffin, P. (1983, October). A sociohistorical approach to remediation. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(4), 6974.
Newman, D., Griffin, P. & Cole, M. (1984). Social constraints in laboratory and classroom tasks. In J. Lave & B. Rogoff (Eds.), Everyday cognition: Its development in social context (172-193). Harvard University Press.
Griffin P., & Cole, M. (1984). Current activity for the future: The zoped. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the zone of proximal development: New directions for child development (No. 23). San Francisco: Jossey Bass. Reprinted in P. Lloyd & C. Fernhough (Eds.), Vol. III (pp. 276295). Florence, KY: Taylor & Frances/Routledge, 1999.
Cole, M., & Griffin, P. (1986). A sociohistorical approach to remediation. In S. deCastell, K. Egan, & A. Luke (Eds.), Literacy, society, and schooling: A reader (110-131). London: Cambridge University Press.
Griffin, P., & Cole, M. (1987). New technologies, basic skills, and the underside of education: What’s to be done? In. J. A. Langer (Ed.), Language literacy and culture: Issue of society and schooling (110-131). Norwood, NJ: Ablex Publishing Corporation.
Cole, M. & Griffin, P. (1987). Contextual factors in education: Improving science and mathematics education for minorities and women. Prepared for Committee on Research in Mathematics, Science, and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council. Madison, WI. Wisconsin Center for Education Research.
Griffin, P., Cole, M. Diaz, S., & King, C. (1987). A re-mediation approach to learning disabilities. Moscow: Moscow University Press.
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
Griffin, P., Cole, M., Diaz, S., & King, C. (1989). Socialno-istoricheskii Podhod V Psychologii Obuchenia (Sociohistorical view on the psychology of learning). Boris Velichovsky., trans. Moscow: Pedagogika.
Griffin, P., Belyaeva, A., & Soldatova, G. (1992). Socio-historical concepts applied to observations of computer use. European Journal of Psychology of Education, 7(4), 269-286.
Snow, C. E., Burns, S. M., & Griffin, P. (Eds.) (1998). Preventing Reading Difficulties in Young Children. National Research Council, National Academy of Sciences.
Snow, C., Burns, M. S., & Griffin, P. (1999). Language and literacy environments in preschools. (ERIC Digest EDO-PS-99-1).
Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting Out Right: A Guide to Promoting Children’s Reading Success. National Academy Press, Washington, D.C.
Peyton, J. K., Griffin, P. Wolfram, W. & Fasold, R., (Eds.). (2000). Language in action: New studies of language in society. Essays in honor of Roger W. Shuy. Cresskill, NJ: Hampton Press.
Griffin, P. (2000). I (don’t) know answers and questions. In J. K. Peyton, P. Griffin, W. Wolfram, & R. Fasold, (Eds.). (2000). Language in action: New studies of language in society: Essays in honor of Roger W. Shuy (472-491). Cresskill, NJ: Hampton Press.
Snow, C. E., Burns, M. S., & Griffin, P. (2002). Language and literacy environments in preschools. American Journal of Public Health, 84(6), 924-930. Also published in (ERIC Digest EDO-PS-99-1) and as Ambientes de lenguaje y alfabetizacion en programas preescolares (ERIC Digest ED470987).
Strickland, D.S., Snow, C. E., Griffin, P., Burns, M. S., & McNamara, P. (2002). Preparing our teachers: Opportunities for better reading instruction. National Academy Press: Washington, D.C.
Snow, C. E., Griffin, P. E., & Burns, M. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. Jossey-Bass.
Snow, C. E., Griffin, P., & Burns, M. S. (2005). Yet Another Report About Teacher Education? In C. E. Snow, P. Griffin, & M. S. Burns (Eds.), Knowledge to support the teaching of reading: Preparing teachers for a changing world (1–14). Jossey-Bass.
