Lynn Gelzheiser

Associate Professor

Ed.D. Teachers College, Columbia University

Email: lgelzheiser@albany.edu

Dr. Gelzheiser is an Associate Professor and the Associate Director of the Child Research and Study Center at The University of Albany. Dr. Gelzheiser also serves as the Interim Dean of the School of Education at Union Graduate College. Early in her career she was a science teacher at a secondary school for students with Learning Disabilities. She has taught courses related to assessment, inclusion, language arts, mathematics and science, and Learning Disabilities at the master’s and doctoral levels. Her current research focuses on effective instruction for struggling readers at the intermediate grades. To support this research she has obtained several grants from the Office of Special Education, US Department of Education. Dr. Gelzheiser and her students present regularly at regional, national, and international conferences. Her work has been published in national and international journals including Journal of Educational Psychology, Journal of Special Education, Learning Disabilities Quarterly, and Reading and Writing Quarterly. In 2013, Dr. Gelzheiser and her colleagues at the Child Research and Study Center were awarded the International Reading Association’s Albert J. Harris award for their research. In her spare time Dr. Gelzheiser enjoys travel, reading, jogging, making jam, and entertaining.

Dr. Gelzheiser has taught the following courses:

ESPE 561: Integrating Students with Disabilities in General Education Classrooms
ESPE 652: Mathematics, Science and Technology Instruction for Students with Disabilities
ESPE 650: Educational Environments
ESPE 655: Assessment in Special Education
EPSY 761: History and Issues in Special Education
EPSY 765: Learning Disabilities
EPSY 890: Research and Independent Study in Educational Psychology

Recent Publications:

Gelzheiser, L.M., Hallgren-Flynn, L.,Connors, M., & Scanlon, D. (in press). Reading thematically-related texts to develop knowledge and comprehension. The Reading Teacher.

Gelzheiser, L.M., Scanlon, D., Vellutino, F., Hallgren-Flynn, L, & Schatschneider, C. (2011) Effects of the interactive strategies approach-extended: A responsive and comprehensive intervention for intermediate-grade struggling readers. The Elementary School Journal, 112, 280-306.

Gelzheiser, L.M., Scanlon, D., & Hallgren-Flynn, L. (2010). Spotlight on RTI for adolescents: An example of intensive middle school intervention using the Interactive Strategies Approach-Extended. In Approaches to Response to Intervention (RTI): Evidence-based Frameworks for Preventing Reading Difficulties (M.Y. Lipson & K. K. Wixson, Eds) (pp. 211-230). Newark, DE: International Reading Association.

Scanlon, D.M., Gelzheiser, L.M., Vellutino, F.R., Schatschneider, C., & Sweeney, J.M. (2008). Reducing the incidence of early reading difficulties: Professional development for classroom teachers vs. direct interventions for children. Learning and Individual Differences, 18, 346-359.

Reprinted in P.H. Johnston, (2010) (Ed.). RTI in literacy-Responsive and
comprehensive, (pp. 257-295). Newark, DE: International Reading Association.