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

Audience with hands up

Marketing Literacy Improvement Efforts to Relevant Audiences: the PROPeL Initiative

Marketing and communications plans allow school systems to gain support needed for a successful literacy initiative. We discuss identifying potential audiences for such efforts.
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What Makes a Literacy Practice Evidence-Based?

With what level of confidence can you say a given literacy instructional practice may work to help students in your school or district learn to read? It all depends on the available research and evidence for that practice.
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.