Amber Ray

Assistant Professor

University of Illinois at Urbana-Champaign

United States

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Amber Ray is an Assistant Professor at the University of Illinois at Urbana-Champaign, USA. Her research focuses on self-regulated strategy development (SRSD) writing interventions, particularly for students with learning disabilities. Recent articles highlight her work on improving writing instruction and addressing the challenges faced by educators in inclusive settings.

Articles (11)

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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2022

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2022

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2020

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2020

Collaborators (4)

Hannah Brenner Nieto

Assistant Professor of Special Education

North Central College

UNITED STATES

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Amy Gillespie Rouse

University of Queensland

AUSTRALIA

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Yucheng Cao

University of California

UNITED STATES

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Kary Zarate

University of Chicago

UNITED STATES

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Amber Ray

Research Interests

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About

Articles (11)

Effect of an SRSD Informative Writing Intervention for High Schoolers With Learning Disabilities

Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing

Educational Leaders’ Insights on PBPD, Implementation, and Sustainability Practices of SRSD, a Writing EBP

Students’ Perceptions of Different Grading Systems in Higher Education

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports

Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development

Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction

Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers

A College Entrance Essay Exam Intervention for Students With High-Incidence Disabilities and Struggling Writers

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

Collaborators (4)

Hannah Brenner Nieto

Amy Gillespie Rouse

Yucheng Cao

Kary Zarate

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