| Holly Lane Associate Professor Special Education College of Education University of Florida G315P Norman Hall PO Box 117050 Gainesville FL 32611 352-273-4268 Fax: 352-392-2655 hlane@ufl.edu |
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Research Biography
I am an associate professor in the Department of Special Education and am currently involved in a variety of projects related to reading and literacy development. I have worked with several school districts on district-wide reading initiatives. I teach courses in language and reading disabilities. My research is focused on reading acquisition and the prevention of reading disabilities through effective early instruction; intervention for struggling readers; teacher education, especially in literacy; and learning disabilities across the lifespan.
Degrees
Ph.D. - University of Florida, Special Education
M.Ed. - University of Florida, Special Education
B.A. - University of Florida, Special Education
Key Professional Appointments
Associate Professor, University of Florida, Department of Special Education, 2006-present
Assistant Professor, University of Florida, Department of Special Education,
2000-2006
Assistant Scholar, University of Florida, Department of Special Education,
1994-2000
Activities & Honors
Sam A. Kirk Award for Outstanding Article in 2000 Volume of Learning Disabilities Research and Practice, Council for Exceptional Children, Division of Learning Disabilities
Alachua County Literacy Network, Literacy Achievement Award, 1999
Grants
Principal Investigator. Project Read-Aloud, 2008, University of Florida, Division of Sponsored Research, Research Opportunity Fund, $70,505.
Principal Investigator. Project LITERACY: Literacy Intervention in Teacher Education for Reaching All Children and Youth, 2007, US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project, $800,000.
Co-Principal Investigator. Identification of Characteristics and Practices of Effective Family Literacy Programs, 2005, Volunteer Florida Foundation, $25,000.
Principal Investigator.Project ABC: Access to Books for Children, 2004, US Department of Education, Office for Special Education Programs, Directed Research Project, $540,000.
Co-Principal Investigator. Project InSPIRE: Integrating Scientifically-based Practice in Reading Education, 2004, US Department of Education, Office for Special Education Programs, Personnel Preparation, $800,000.
Co-Principal Investigator. A Model System for Early Prevention of Reading and Behavioral Failure, 2001, US Department of Education, Office for Special Education Programs, Model Demonstration Project, $680,000.
Principal Investigator.Project UFLI: An Investigation of the University of Florida Literacy Initiative Tutoring for Beginning Readers as a Tool for Addressing the Needs of Students who are Unresponsive to Effective Reading Programs, 2000, US Department of Education, Office for Special Education Programs, Directed Research Project, $568,000.
Co-Principal Investigator. Fostering Teacher Excellence: Celebrate Teaching, 2000, US Department of Education, Office for Special Education Programs, Personnel Preparation, $600,000.
Selected Publications
Books, Monographs, and Chapters
Lane, H. B., & Pullen, P. C. (2004). A sound beginning: Phonological awareness assessment and instruction. New York: Allyn & Bacon.
Lane, H. B., Pullen, P. C., & Gutlohn, L. (in press). Phonemic awareness. InW. Honig , L. Diamond, & L. Gutlohn. CORE: Teaching reading sourcebook. Novato , CA
Lane, H. B., Pullen, P. C., & Gutlohn, L. (in press). Phonemic awareness. In
Pullen, P. C., Lane, H. B., & Gutlohn, L. (in press). Phonics. In W. Honig , L. Diamond, & L. Gutlohn. CORE: Teaching reading sourcebook. Novato , CA
Lane, H. B. (2007). Assessment for academic instruction. In J. P. Stichter, M. A. Conroy, & J. M. Kauffman (Eds.), An introduction to students with high-incidence disabilities (pp. 191-233). Upper Saddle River , NJ
McCallum, C., & Lane, H. B. (in press). The unified elementary PROTEACH program. In E. Bondy, D. D. Ross, & R. Webb, Preparing for inclusive teaching: Meeting the challenges of teacher education reform. New York: SUNY Press.
Sindelar, P. T., Lane, H. B., Pullen, P.C., & Hudson, R. F. (2002). Remedial interventions for students with reading decoding problems. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.) Interventions for academic and behavior problems II: Preventive and remedial approaches. Silver Spring, MD: National Association of School Psychologists.
Refereed Journal Articles
Lane, H. B., Hudson, R. F., Leite, W. L., Kosanovich, M. L., Strout, M. T., Fenty, N. S., & Butler, T. W. (2009). Teacher knowledge about reading fluency and students' reading fluency growth in Reading First schools. Reading and Writing Quarterly, 25(1).
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading and Writing Quarterly, 25(1).
Al Otaiba, S., Connor, C., Lane, H. B., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K., Miller, M. A., & Wright, T. L. (2008). Reading First kindergarten classroom instruction and students' growth in phonological awareness, letter naming, and decoding fluency. Journal of School Psychology, 46(3), 281-314.
Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. The Reading
Hudson, R. F., Lane, H. B., & Mercer, C. D. (2005). Writing prompts: The role of various priming conditions in the compositional fluency of developing writers. Reading and Writing: An Interdisciplinary Journal, 18, 473-495.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58, 702-714.
Pullen, P. C. & Lane, H. B., Lloyd, J. W., Nowak, R., & Ryals, J. (2005). Effects of explicit instruction on decoding of struggling first-grade students: A data-based case study. Education and Treatment of Children, 28, 63-76.
Oakland, T., & Lane, H. B. (2004). Language, reading, and readability formulas: Implications for developing and adapting tests. International Journal of Testing, 4(3), 239-252.
Pullen, P. C., Lane, H. B., & Monaghan, M. (2004). Effects of a volunteer tutoring model on the literacy development of struggling first grade students. Reading Research and Instruction, 43(4), 21-40.
