Elizabeth Stevens

Assistant Professor

University of Kansas

United States

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Dr. Elizabeth Stevens is an Assistant Professor at the University of Kansas, United States. Her research areas focus on literacy and mathematics instruction, particularly in special education, exploring effective interventions and professional development strategies for teachers. Recent publications include topics related to virtual learning environments, literacy content in IEPs, and explicit vocabulary instruction for students facing academic difficulties.

Articles (16)

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2025

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2022

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2021

Collaborators (7)

Alicia Stewart

Assistant Professor

University of North Carolina at Charlotte

UNITED STATES

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Elizabeth Swanson

Research Associate Professor

University of Texas at Austin

UNITED STATES

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Sharon Vaughn

UNITED STATES

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Audrey Leroux

Associate Professor

University of Georgia

UNITED STATES

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Megan Mowbray

Clinical Assistant Professor

Georgia College & State University

UNITED STATES

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Daniel Conine

Assistant Professor

University of Georgia

UNITED STATES

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Colby Hall

Assistant Professor

University of Virginia

UNITED STATES

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Elizabeth Stevens

Research Interests

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About

Articles (16)

Providing Virtual Intervention: Helpful Tips and Suggestions for Navigating the Virtual Learning Environment

Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge

Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary

A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty

Self‐Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes

Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention

The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes†

Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension

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

The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy.

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

Teachers’ text use in middle school content-area classrooms

Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

Collaborators (7)

Alicia Stewart

Elizabeth Swanson

Sharon Vaughn

Audrey Leroux

Megan Mowbray

Daniel Conine

Colby Hall

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