Deborah Reed

Professor and Director

University of Tennessee

United States

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Deborah Reed is a Professor and Director at the University of Tennessee, USA. Her research interests focus on literacy, special education, and the impact of teacher professional development on reading performance, particularly for students with dyslexia. Recent articles authored by her include evaluations of literacy interventions and the reading growth trajectories of elementary students.

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Collaborators (2)

Michael Orosco

Professor

University of Kansas

UNITED STATES

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Hyeri Hong

Iowa State University

UNITED STATES

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Deborah Reed

Research Interests

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Articles (20)

Implementing statewide literacy and special education training in the U.S.: A mixed-methods evaluation

Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model

The impact of teacher professional development on the grade 3 reading performance of students with characteristics of dyslexia

If You Build it, Will They Come and Will It Matter? The Unrequited Dream of a Summer Reading Program

The effects of orthography, phonology, semantics, and working memory on the reading comprehension of children with and without reading dyslexia

Evaluation of Adolescents’ Handwriting

Juvenile Correctional Administrators and Teachers Perspectives on the Implementation of Read 180®

The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?

Language Development Opportunities in Curricular and Trade Books: A Content Analysis

Synthesis and Meta-Analysis of Oral Language Interventions on the Vocabulary and Listening Comprehension Development of Young Children

Potential scoring and predictive bias in interim and summative writing assessments.

Redesigning the Core Literacy Block: A Two-Year Evaluation Study

High‐Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions

Surveying Elementary Schools’ Summer Reading Interventions in a State Policy Context

Shared Reading and Science Vocabulary for Kindergarten Students

Cognition and writing development in early adolescent English learners.

The Effects of Professional Development on English Learners’ Problem Solving

Exploring the summer reading effect through visual analysis of multiple datasets

A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties

Shared Reading and Guided Play for Vocabulary Instruction With Young Children

Collaborators (2)

Michael Orosco

Hyeri Hong

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