Deborah K. Reed, Ph.D.

Deborah K. Reed
Director, Iowa Reading Research Center

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

SMART goal

Goal Setting and Progress Monitoring to Address a Literacy Issue: The PROPeL Initiative

Address a literacy challenge by setting a SMART goal, establishing benchmarks in the journey toward that goal, tracking the entire process using progress monitoring, and modifying instruction when progress monitoring suggests you should.

Girl reading outdoors during summer

What Do Students "Lose" in the Summer?

We examine the misunderstanding that over the summer, some students are losing months-worth of what they learned about reading during the school year.

Tree roots covered in moss

Ensuring Focus on the Right Issues to Improve Literacy: the PROPeL Initiative

By conducting a root cause analysis, schools and districts can identify the fundamental reasons for a literacy challenge. Learn the three types of root causes and how to verify you have actually identified the root causes.