Student Products

FCRR faculty create opportunities for students to disseminate research in variety of ways with diverse stakeholders, including researchers, educators, clinicians, policy makers, community leaders, families, and caregivers. Please explore our student-developed resources below.


Dynamic Assessment
Christine White co-created this infographic providing an accessible overview of dynamic assessment, a testing approach which focuses on how well a student can learn something new as opposed to what a student currently knows
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Supporting Success for African American Students: The Importance of Language Development and Reading Skills
Debbie Slik and Cynthia Norris offer practitioner-friendly recommendations to strengthen the language and reading skills of African American students through culturally appropriate teaching practices.
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Fix the Water, Not the Fish: Improving Reading Outcomes through Implementation Science
Monique shows how implementation science researches the uptake and implementation of evidence-based practices to scale to make sure evidence-based reading practices reach the students who will most benefit from them.
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Co-Developing Professional Learning to Bring the Science of Reading to Students with Extensive Support Needs
Alice presented on co-development with special education teachers, administrators, university faculty, and doctoral students of professional learning focused on the science of reading for students with extensive support needs.
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Universal Screening Within an RTI Framework
Rhonda Raines, Nancy Marencin, and a classmate collaborated to create a practitioner friendly vignette to describe how screening and progress monitoring tools can be used to inform reading instruction within a response to intervention framework.
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20Q: Dynamics of School-Based Speech and Language Therapy Variables
CEU article co-written by Anne Reed, who is interested in the role of speech-language pathologists serving children with reading difficulties like dyslexia as well as the quality of the assessment process leading to special education decisions.
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Forming a Disability Identity as a Dyslexic
Rachelle does work on dyslexia outside her classwork and research at FCRR. Being dyslexic herself, Rachelle uses her story to advocate for change. Here Rachelle has written a Department of Education blog on disability identity.
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Perceptions of Team Science in Speech-Language Pathology and Audiology
Victor is exploring the perceptions and practice of team science among researchers in communication science and disorders. This example of an academic poster was presented at the 2021 American Speech-Language-Hearing Association Convention.
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Adolescent Literacy Tips for Screening Assessment
Rebecca and Keisey are learning how to create infographics. In this example, they provide guidance on selecting and implementing screeners and formative assessments to support adolescent literacy.
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SES and Response to Treatment: A Quantile Regression Approach
Cynthia is learning how to create academic posters. In this example, she explores the estimated associations between socioeconomic status and the distribution of intervention responses using the quantile regression approach.
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Etiology of Executive Functioning, Reading, Math | Mia Daucourt
Mia is learning how to write academic papers for peer-reviewed journals. In this study, she and her colleagues explore the relations between parent-reported executive functioning, reading, and math achievement.
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Linking Literacy to Culturally & Linguistically Diverse Students | Denisha Campbell
Denisha is learning how to give TED Talks. In this video, she explores the relations between cultural and linguistic diversity and literacy outcomes while also providing practical solutions to help practitioners better support students.
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Dial 7-7-7: For Tier 2 & 3 Adolescent Reading Instruction | Sen Wang
Sen is learning how to create infographics. In this example, she provides a brief introduction to important content, pedagogical, and instructional considerations for teaching adolescents who struggle in reading.
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The content of the student-developed resources is solely the responsibility of the authors and does not necessarily represent the official views of the Florida Center for Reading Research.