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Dobson, Tabatha

Tabatha Dobson HeadshotClinical Assistant Professor,
School of Special Education, Psychology, and Early Childhood Studies

College of Education
University of Florida
1422 Norman Hall
PO Box 117050
Gainesville FL 32611
Phone number: 352-273-4267

Research Biography

Tabatha Dobson, Ph.D. is a Clinical Assistant Professor of Special Education at the University of Florida. Her research interests include preventing reading difficulties through effective literacy instruction, effective literacy teacher education, and professional development. Dr. Dobson is collaborating with and supporting the University of Florida Literacy Initiative and the James Patterson Literacy Challenge as well as teaching graduate courses for the Dyslexia Certificate Program.


Ph.D. in Teaching and Learning
University of Florida

M.Ed. in Elementary Education: Early Childhood
University of Central Florida

B.S. in Elementary Education
University of Central Florida

Key Professional Appointments

Clinical Assistant Professor of Special Education, University of Florida-School of Special Education, School Psychology, and Early Childhood Studies (SESPECS), 2018 – Present

National Education Consultant/Regional Director, Center for the Collaborative Classroom, 2010 – 2018

Assistant Professor Literacy Education, University of Central Florida Teaching & Learning, 2005 – 2010


Little, M.; Ortiz, E., & Scharlach (Dobson), T.D. Co-Principal Investigators Response to Intervention – Teaching Learning Connections. Grant funded by the Florida Department of Education ($887,000).

 Funded Project

Scharlach (Dobson), T.D. The A.R.T. of Comprehension Parent Literacy Workshop. Funded by the Toni Jennings Exceptional Education Institute. ($4,000).

Independent Research

Scharlach (Dobson). T.D. Explicit Comprehension Strategy Instruction During Read Aloud: Effects on Reading Comprehension. Grades 9 – 12. Sarasota Military Academy, Sarasota County, Florida.

Scharlach (Dobson). T.D. Sustained Silent Reading, Explicit Comprehension Strategy Instruction, and Self-Monitoring Recording Sheets: Effects on Reading Comprehension.    

Selected Publications

Scharlach (Dobson), T.D. (2009). START increasing vocabulary. Academic Exchange Quarterly.

Scharlach (Dobson), T.D. (2008). START comprehending: Students and teachers actively reading text. Reading Teacher, 62(1), 20-31.

Scharlach (Dobson), T.D. (2008). These kids just aren’t motivated to read: The influence of preservice teachers’ beliefs on their expectations, instruction, and evaluation of struggling readers.  Literacy Research and Instruction, 47(3), 158-173.

Scharlach (Dobson), T.D. and Robinson, S.L. (2007). Collaborative support for Reading First teachers. Academic Exchange Quarterly, 11(4), 197-201.

Scharlach (Dobson), T.D. and Robinson, S.L. (2008). Literacy councils: Collaborating for school-wide change. Florida Reading Quarterly, 44(3), 32-35.

Selected Links

University of Florida Literacy Initiative https://education.ufl.edu/ufli/
Dyslexia Certificate https://education.ufl.edu/special-education/programs/dyslexia/
James Patterson Literacy Challenge https://education.ufl.edu/patterson/