Ph.D. in Learning Disabilities and Behavior Disorders, University of Texas at Austin, 2018
Ed.S. in Reading (K-12th grade), University of Virginia, 2009
M.A.Ed. in Special Education, College of William and Mary, 2005
B.A. in Hispanic Studies and Education, College of William and Mary, 2004
Aligning Tier 1 instruction and Tier 2 intervention
Elizabeth Stevens is an assistant professor in the Department of Learning Sciences and affiliate faculty with the Center for Research on the Challenges of Acquiring Language and Literacy. Her research focuses on improving academic outcomes for students with learning disabilities and learning difficulties. She is particularly interested in developing and testing reading interventions, including examining the effects of aligning Tier 1 instruction and Tier 2 intervention. She is also interested in the role of vocabulary and language in the word-problem-solving performance of students with mathematics difficulty.
Before joining the faculty at Georgia State, she was a research assistant professor at the University of Texas at Austin, where she directed several randomized control trials examining effective interventions to improve the literacy outcomes of students with reading difficulties and disabilities. Prior to her doctoral studies, she worked as a special education teacher for nine years. Stevens has published in high impact, peer-reviewed journals, such as Exceptional Children, Scientific Studies of Reading, Journal of Learning Disabilities and Remedial and Special Education, and provides professional development to teachers across the U.S. You can follow her on Twitter here.
Stevens, E. A., Vaughn, S., Swanson, E., & Scammacca, N. (In press). Examining the effects of a Tier 2 reading comprehension intervention aligned to Tier 1 instruction for fourth-grade struggling readers. Exceptional Children.
Stevens, E. A., Vaughn, S., House, L., & Stillman-Spisak, S. (2019). The effects of a paraphrasing and text structure intervention on the main idea generation and reading comprehension of students with reading disabilities in grades 4 and 5. Scientific Studies of Reading. Advance online publication. doi:10.1080/10888438.2019.1684925
Stevens, E. A., Park, S., and Vaughn, S. (2018). Summarizing and main idea interventions for upper elementary and secondary students: A meta-analysis of research from 1978 to 2016. Remedial and Special Education, 40, 131–149. doi:10.1177/0741932517749940
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., and Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51, 612–624. doi:10.1177/0022219418775110
Stevens, E. A., Rodgers, M. A., and Powell, S. R. (2018). Interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education. 39, 327–340. doi:10.1177/0741932517731887
Stevens, E. A., Walker, M. A., and Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001–2014. Journal of Learning Disabilities, 50, 576–590. doi:10.1177/0022219416638028
Hughes, E. M., Powell, S. R., and Stevens, E. A. (2016). Supporting clear and concise math language: Instead of that, say this. Teaching Exceptional Children, 49(1), 7–17. doi:10.1177/0040059916654901