Colby Hall

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Assistant Professor

University of Virginia

United States

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About

Colby Hall is an Assistant Professor at the University of Virginia in the United States. His research focuses on literacy education, specifically addressing the needs of students with learning disabilities and evaluating literacy interventions. Recent articles include works on educator self-efficacy in teaching reading and family-implemented literacy strategies for children. Hall's contributions aim to enhance instructional practices and improve literacy outcomes for diverse student populations.

Recent Grants

Grant: Close

Reading RULES in Kindergarten: Development of a Small-Group Intervention to Support Emergent Reading and Writing

Open Date: 2018-07-01

Close Date: 2020-06-30

Articles (18)

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Collaborators (19)

William Therrien

University of Virginia

UNITED STATES

Colby Hall

Research Interests

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About

Recent Grants

Articles (18)

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

Elementary educator self-efficacy and knowledge to teach reading

Content analysis of state-level review materials for K-2 core literacy curricula

Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis

Centering students with learning disabilities in intervention research: Implications for educational theory

Piloting an approach to family-implemented decoding instruction for kindergarten-aged children

Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms

Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention

Examining the heterogeneous early literacy profiles of first-grade students who are English learners

Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia

Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Effects of Multimedia Academic Vocabulary Instruction for Linguistically Diverse Fifth Graders in a Rural Setting

Language and reading comprehension for students with dyslexia: An introduction to the special issue

Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

Observing Two Reading Intervention Programs for Students with Dyslexia

The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Collaborators (19)

William Therrien

Laura Mesite

Sara Hart

Karen F. Kehoe

Sharon Vaughn

Emma Shanahan

Katlynn Dahl-Leonard

Emily Solari

Michael Kennedy

Eunsoo Cho

Tim Andress

Elizabeth Stevens

Isabel Vargas

Tricia A. Zucker

Jihyun Lee

Na Young Yoon

Carlin Conner

Jamie DeCoster

Sean McDonald

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