The MTSU Literacy Studies Ph.D. Program announces the
6th Annual MTSU Literacy Research Conference


February 17, 2018 at the MTSU College of Education in Murfreesboro, TN


  • Conference Date/Time:  Saturday, February 17, 2018 (8:30 a.m. - 4:00 p.m.)
  • Conference Rate: $25.00 (includes lunch)
  • Registration Deadline:  January 31, 2018

This conference is for students and established scholars to present their research related to literacy in a supportive and collegial atmosphere. We invite researchers and practitioners from various disciplines (e.g., education, psychology, linguistics, and neuroscience) to attend and participate. We encourage presentations of original literacy research and we are especially interested in literacy research that helps bridge research to practice in education. 

Our keynote, Sources of Reading Comprehension Difficulties in Adolescents: What Do We Know and What Can We Do About It?,
will be presented by Dr. Marcia A. Barnes, Professor at Vanderbilt University.  

Dr. Marcia BarnesDr. Marcia Barnes, Professor
Vanderbilt University

Marcia Barnes is a Professor in the Department of Special Education at Vanderbilt University. Her expertise is in the areas of cognitive psychology and developmental neuropsychology with a research focus on learning disabilities. She has examined the role of knowledge and inference ability on comprehension and has designed multiple interventions to support children with learning difficulties. Dr. Barnes has published her research in prominent journals and books in the field of education. She is currently the principal investigator on two grants from the National Science Foundation. 

comprehension | vocabulary | strategy instruction | dyslexia | ELL | writing | RTI | assessment

More than 30 sessions available on current literacy research and connecting research to practice, including:

Developing a Comprehension Intervention for
Struggling 3rd Grade Readers: A Pilot Study
Meagan Walsh
Vanderbilt University

The Power of Persistence: Promoting Motivation,
Self-Regulation, and Engagement in Literacy
Dr. Amy Elleman
Middle Tennessee State University

An Intervention to Improve Adolescent EL 
Vocabulary Acquisition
Collin Olson, Dr. Amy Elleman, & Dr. Eric Oslund
Middle Tennessee State University

A Landscape of State Policies and Evaluation Practices
Regarding Response to Intervention and Identification
of Students with Specific Learning Disabilities
Adam Rollins
Tennessee Department of Education

Framing Writing Conferences with Elementary-Aged English Learners: A Pragmatics Based Approach
Janna McClain
Vanderbilt University

Do Pre-Test Reading Skills Moderate Intervention Effects for Adolescent Readers?
Dr. Eric Oslund
Middle Tennessee State University

The Benefits of Interdisciplinary Studies in
Primary Students
Kirsten Shipp
Middle Tennessee State University

Teaching Handwriting: Automaticity in Support of
Reading, Spelling, and Writing
Dr. Melinda Hirschmann
Middle Tennessee State University
Center for the Study and Treatment of Dyslexia

Developmental Stages and the Matthew Effect in
English Language Test
Dr. Jwa K. Kim
Middle Tennessee State University

Disentangling the Contribution of Direct Instruction and Continued Practice on the Remediation of the Word Recognition Deficits of Children with Dyslexia
Dr. Tim Odegard
Middle Tennessee State University

Literacy Coaching in the Elementary School Context:
A Move Towards a More Collaborative Model
Nicole Crouch & Dr. Mohammed Albakry
Middle Tennessee State University

A Comparison Analysis of Read Well and Reading Street
Curriculums in Two Rural Area School Districts
Dr. Terri Anglin
Union University

morphological awareness | motivation | growth mindset | professional development | SLD


 Interested in Pursuing a Ph.D. in Literacy?

The Literacy Studies Ph.D. Program at Middle Tennessee State University is designed to address one of education's most pressing needs - the shortage of scholars, practitioners, administrators, and policy-makers equipped to bridge the gap between the rapidly expanding body of scientific research on the development of literacy and educational practice, policy, and professional preparation. Drawing on the faculty from the College of Education, the College of Behavioral and Health Sciences, and the College of Liberal Arts, this interdisciplinary program offers a flexible framework of courses, field experiences, teaching, and research opportunities designed to provide professionals in various spheres of influence with the essential knowledge, skills, and abilities to effectively address the literacy crisis in the United States and beyond.

We would like to invite graduate students and practitioners who are interested in learning more about pursuing a doctoral degree in literacy. Attendees and presenters will have the opportunity to meet faculty members and students in the program.