Deborah K. Reed, Ph.D.

Deborah K. Reed
Director, Iowa Reading Research Center
319-384-2884

Deborah K. Reed earned her Ph.D. in special education at the University of Texas at Austin. She spent the first 10 years of her career as a English language arts and reading teacher and pre-kindergarten-12th grade reading specialist. Since 2003, she has been active in the field as a researcher and technical assistance provider. Most recently prior to joining the Iowa Reading Research Center, Dr. Reed has served as an assistant professor at Florida State University and the Florida Center for Reading Research. She has developed numerous instructional materials and professional development programs on evidence-based literacy practices, particularly for middle and high school students.

Dr. Reed was awarded the Council for Learning Disabilities’ 2010 Outstanding Researcher of the Year award, served as the chair of that organization’s Research Committee from 2012-2015, and is now the president elect. She has over 35 peer reviewed journal articles and serves on the editorial boards of Learning Disability QuarterlyLearning Disabilities Research & Practice, and the Elementary School Journal. Her current research interests include appropriate uses of reading data in instructional decision making, addressing the literacy demands of science classes, and providing reading instruction in correctional settings.

Recent Blog Posts

Julie Neal Question and Answer Graphic

Literacy Professional Development Provides Evidence-Based Practices and Instructional Consistency

Greene County Community School District Reading Specialist Julie Neal talks about the IRRC’s structured professional development modules in this Q&A.
Teacher with students using tablets

Federal Title I Funding for Students who Struggle with Literacy

A federal program that provides funding to help ensure high-quality education for children from low-income families also positively affects literacy instruction.
Teacher and student work on possible selves.

Using Possible Selves to Facilitate Student Literacy Achievement

Through helping students define their possible selves, show them how becoming an expert reader can help them achieve their life goals.