- Reading Education
- Phone: 401.874.2682
- Email: firstname.lastname@example.org
- Office Location: Chafee Hall, Rm 605
Dr. Terry Deeney is Professor of literacy education and coordinator of the Master of Arts in Education/Reading Education and the Graduate Certificate in Dyslexia Knowledge and Practice programs at the University of Rhode Island, where she teaches courses in literacy/reading at the undergraduate and graduate levels.
Dr. Deeney’s research focuses on clinical teacher preparation, family engagement and perspectives, and assessment and instructional practices for students who struggle with school-based literacy. She has worked extensively with teachers, coaches, and principals in urban schools, and was awarded the Jerry Johns Outstanding Reading Teacher award by the International Literacy Association in 2015.
Dr. Deeney has been involved in professional organizations, and most currently serves as the co-chair of the Reading Clinic/Literacy Lab Study Group of the Literacy Research Association and is on the editorial review board of The Reading Teacher, published by the International Literacy Association.
Clinical teacher preparation, family engagement/perspectives, assessment and instruction for readers 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
Rogers, R., Dozier, C., Deeney, T., Elias, M., Huggins, S., Jorge, L., Ferris A., & Msengi, S. (in-press). Reimagining family engagement in online literacy clinics during the pandemic. Literacy Research: Theory, Method, and Practice.
Deeney, T., Dozier, C., Laster, B., Huggins, S., Gallagher, T., Waller, R., Hoch, M., Gurvitz, D., Msengi, S., McAndrews, S., Rhodes, J., Milby, T., Cavendish, L., Gray, E., McCarty, R., & Ferrara, P. (accepted). Family perspectives of university reading clinic/literacy lab experiences for their children: what matters. To appear in Journal of Teacher Education, 72(5).
Laster, B., Butler, M., Waller, R., Vasinda, S., Hoch, M., Orellana, P., Rhodes, J., Deeney, T., Scott, D.B., Gallagher, T., Cavendish, L., Milby, T., Rogers, R., Johson, T., Msengi, S., Dozier, C., Huggins, S., & Gurvitz, G. Literacy Clinics during COVID-19: Pivoting and Imagining the Future (in press). Current Issues in Technology and Teacher Education.
Laster, B., Butler, M., Waller, R., Vasinda, S., Hoch, M., Orellana, P., Rhodes, J., Deeney, T., Scott, D.B., Gallagher, T., Cavendish, L., Milby, T., Rogers, R., Johson, T., Msengi, S., Dozier, C., Huggins, S., & Gurvitz, G. (2022). Literacy Clinics During COVID-19: Voices that Envision the Future. Literacy Research and Instruction.
Argus, S., Vaccaro, A., Coiro, J., Hos, R., & Deeney, T. (2022). Equitable teaching practices in higher education: Key insights from the literature. In J. Keengwe (Ed.), Handbook of Research on Social Justice and Equity in Education (p.p. 92-113).
Coiro, J, Espinoza-Cotta, W., Deeney, T., Fogleman, J., & Correia Gable, A., (2018). Advancing a Shared Understanding of Personalized Learning: Insights from Eight Middle School Classrooms in Rhode Island. Research report prepared for The Collaborative.
Moore, A., Clapham, E., & Deeney, T. (2017). Parents’ Perspectives on Surf Therapy for Children with Disabilities. International Journal of Disability, Development, and Education, 65(3), 304-317.
Deeney, T. (2016). Pre- and in-service teachers reading and discussing informational texts: Implications for preparing teachers to meet the Common Core. Sage Open.
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. DOI:10.1177/1534508415619905