school of education

Chafee Hall, 10 Chafee Rd, Kingston, RI 02881


Think Big, We Do.
Rhode Island Seal

Theresa Deeney


Prior to joining the URI faculty in 2001, Dr. Deeney spent twenty years as a teacher, reading specialist, and principal, primarily working with students who experience behavioral issues and learning challenges, including dyslexia.  Since coming to URI, Dr. Deeney has worked extensively with teachers, coaches, and principals in urban schools.

In 2015, she received the Outstanding Service award from the College of Human Science and Services at the University of Rhode Island for her work with students, teachers, and families in the URI after school literacy program.  She also received the 2015 Jerry Johns Outstanding Teacher Educator in Reading award from the International Literacy Association, and the 2014 Constance McCullough Award from ILA for teacher professional development in Kenya as part of her work with the Africa Teacher Foundation.

Dr. Deeney’s research focuses on pre- and in-service teacher education in literacy, and assessment and instructional practices for students who struggle.


  • Literacy teacher education/professional development
  • Clinical teacher preparation
  • Literacy assessment and instruction for students who struggle


  • Ed.D., Reading, Language and Learning Disabilities, Harvard University Graduate School of Education, 1997
  • M.Ed., Educational Administration, University of Massachusetts/Boston, 1986
  • B.S., Elementary and Special Education, Fitchburg State College, 1980



Deeney, T. (2009). Improving literacy instruction with classroom research. Thousand Oaks, CA: Corwin Press.

Journal Articles and Book Chapters

Deeney, T. (2016). Pre- and in-service teachers reading and discussing informational texts: Implications for preparing teachers to meet the Common Core. Sage Open. doi: 10.1177/2158244016647994.

Deeney, T., & Shim, M. (2016). Teachers’ and students’ views of reading fluency: Issues of consequential validity in adopting one-minute reading fluency assessments. Assessment for Effective Intervention, 41(2), 109-126.

Deeney, T., & Dozier, C. (2015). Constructing Successful Video Reflection Experiences in Practicum Settings. In E. Ortlieb, L. Shanahan, and M. McVee (Eds.), Video   Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. UK:  Emerald Group Publishing Limited.

Dozier, C., & Deeney, T. (2013). Keeping Learners at the Center of Teaching.  In E. T. Ortlieb & E. H. Cheek, Jr. (Eds.).  Advanced Literacy Practices: From the Clinic to the Classroom (Vol. 2, pp. 367-385). UK:  Emerald Group Publishing Limited.

Deeney, T., Dozier, C., Smit, J., Davis, S., Laster, B., Applegate, M., Cobb, J. …  Morewood, A. (2011). Clinic Experiences that Promote Transfer to School Contexts: What Matters in Clinical Teacher Preparation. 60th Annual Yearbook of the Literacy Research Association (pp. 111-127).  Oak Creek, WI:  Literacy Research Association.

Deeney, T. (2010).  One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, 63(6), pp. 440-450.

Download Curriculum Vitae (PDF)

Copyright © 2017 University of Rhode Island.

The University of Rhode Island
Think Big, We Do.
A-ZDirectoryContact UsJump to top