Devin Kearns

Associate Professor

University of Connecticut

United States

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Dr. Devin Kearns is an Associate Professor at the University of Connecticut, United States. His research focuses on literacy instruction, reading comprehension, and effective interventions for students with learning disabilities, autism spectrum disorder, and intensive support needs. Recent publications include studies on reading skills development, phonological instruction, and the use of evidence-based assessment in special education.

Articles (16)

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2025

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2021

Collaborators (4)

Amy Gillespie Rouse

University of Queensland

AUSTRALIA

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Carlin Conner

University of Virginia

UNITED STATES

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Matthew Cooper Borkenhagen

Assistant Professor

Florida State University

UNITED STATES

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Brennan Chandler

Assistant Professor

Georgia College & State University

UNITED STATES

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Devin Kearns

Research Interests

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About

Articles (16)

Instruction to support word‐level reading skills for adolescent learners with learning disabilities

Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English

Is Phonological-Only Instruction Helpful for Reading?: A Meta-Analysis

Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes

Text Types and Their Relation to Efficacy in Beginning Reading Interventions

Using the Features of Written Compositions to Understand Reading Comprehension

Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?

Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior.

The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula

A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs

An examination of Unified English Braille and its efficiency in representing print

Improving literacy instruction in co-taught middle school classrooms to support reading comprehension

Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms

Collaborators (4)

Amy Gillespie Rouse

Carlin Conner

Matthew Cooper Borkenhagen

Brennan Chandler

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