Donna Scanlon Associate Professor University at Albany State University of New York School of Education-ED329 Albany, NY 12222 518/442-3775 518/442-3770 dscanlon@uamail.albany.edu
About Donna Scanlon B.A., Ph.D. University at Albany, State University of New York Dr. Scanlon joined the Reading Department faculty in Fall 2000.  Prior to that she spent many years as a researcher at the University’s Child Research and Study Center.  She is currently the Associate Director of the Center which is an organized research center that focuses primarily on reading development and reading difficulties.   Dr. Scanlon’s research initially focused on the characteristics of children who experience substantial difficulty in learning to read.  Later the focus turned to investigating the efficacy of various instructional approaches in reducing the incidence of long-term reading difficulties. Because much has been learned about how to prevent early reading difficulties, her research focus currently revolves around preparing both pre-service and in-service teachers to more effectively meet the instructional needs of children who find learning to read challenging. Most of Dr. Scanlon’s research has been supported by grants from the National Institute of Child Health and Human Development and the United States Department of Education.   Courses taught: ERDG 779: Quantitative Methods in Literacy Research ERDG 600: Practicum in Literacy Teaching and Learning ERDG 781: Literacy Acquisition Across the Lifespan    Recent Publications: Vellutino, F.R., Scanlon, D.M., Zhang, H., & Schatschneider, C. (in press). Using Response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties.  Reading and Writing.  Vellutino, F.R., Scanlon, D.M., Zhang, H. (2008). Identifying Reading Disability Based on Response to Intervention: Evidence from Early Intervention Research. To appear in S.R. Jimerson, M.K. Burns, and A.M. VanDerheyden (Eds.) The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. Springer Science Inc. Vellutino, F.R., Scanlon, D.M., Small, S.G., Fanuele, D.P., & Sweeney, J. (2007). Preventing early reading difficulties through kindergarten and first grade intervention: A variant of the three-tier model. In D. Haager, S. Vaughn, and J. K. Klinger (Eds.), Validated Practices for Three Tiers of Reading Intervention.  Paul H. Brookes Publishing Co.

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