Colby Hall, Ph.D.Adjunct Assistant Professor of Pediatrics
Dr. Hall’s research focuses on the development and assessment of reading, with special emphasis on instruction for students with reading difficulties. She has played a primary role in the development and testing of various reading instructional interventions for elementary and middle school students with reading difficulties. Her research interests include instruction in foundational reading skills for kindergarten and Grade 1 students at risk for reading difficulties; reading comprehension instruction in content-area classrooms; technology-delivered reading comprehension instruction, inference instruction as a means of improving reading comprehension, and instruction for English learners with reading difficulties.
Dr. Hall is currently PI of an Institute of Education Sciences (IES)-funded development project that aims to revise and extend Reading RULES for Kindergarten (RRK), a small-group literacy intervention program aimed at improving kindergarten students' alphabet knowledge, phonics knowledge, word reading, spelling, vocabulary knowledge, text reading, handwriting, and composition skill. Dr. Hall is also working to develop and validate measures of reading and reading-related skills, including a Grade 1 language and literacy progress monitoring assessment that will be part of the CIRCLE Progress Monitoring System.
Previous (related) Work Experience
Dr. Hall was a Postdoctoral Research Fellow at the University of Texas at Austin, working under Dr. Sharon Vaughn and Dr. Marcia Barnes.
Hall, C., Steinle, P. K., & Vaughn, S. (2019). Reading instruction for English learners with learning disabilities: What do we already know, and what do we still need to learn? New Directions for Child and Adolescent Development, 166, 145-189. DOI: 10.1002/cad.20302
Hall, C., Vaughn, S., Barnes, M. A., Stewart, A., Austin, C., & Roberts, G. (2019). The effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. Remedial and Special Education. Advance online publication. DOI: 10.1177/0741932518824983.
Hall, C., & Barnes, M. A. (2017). Inference instruction to support reading comprehension for elementary students with learning disabilities. Intervention in School and Clinic, 52(5), 279-286. DOI: 10.1177/1053451216676799
Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., & Vaughn, S. (2017). Reading instruction for English learners in the middle grades: A meta-analysis. Educational Psychology Review, 29(4), 763-794. DOI: 10.1007/s10648-016-9372-4
Swanson, E., Wanzek, J., Vaughn, S., Fall, A-M., Roberts, G., Hall, C. & Miller, V. (2017). Middle school reading comprehension and content learning intervention for below average readers. Reading and Writing Quarterly, 33(1), 37-53. DOI 10.1080/10573569.2015.1072068
Hall, C. (2016). Inference instruction for struggling readers: A synthesis of intervention research. Educational Psychology Review, 28(1), 1-22. DOI: 10.1007/s10648-014-9295-x
Roberts, G., Scammacca, N., Osman., D. J., Hall, C., Mohammed, S. S., & Vaughn, S. (2014). Team-based learning: Moderating effects of metacognitive elaborative rehearsal and middle school history content recall. Educational Psychology Review, 26(3), 451-468. DOI: 10.1007/s10648-014-9266-2
Hall, C., Kent, S., McCulley, E. M., Davis, A., & Wanzek, J. (2013). A new look at mnemonics and graphic organizers in the secondary social studies classroom. Teaching Exceptional Children, 46(1), 47-55. DOI: 10.1177/004005991304600106
|Adjunct Assistant Professor of Pediatrics|