Holly Lane

Holly Lane 

Director, UF Literacy Institute

Holly Lane

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About

Dr. Lane is the Director of the University of Florida Literacy Institute (UFLI, pronounced “you fly”) and an associate professor of special education. Her research focuses on effective reading instruction and intervention and helping teachers develop the knowledge and skills they need to teach reading effectively, especially using evidence-based practices to promote the development of foundational reading skills. She is author of UFLI Foundations: An Explicit and Systematic Phonics Program. It is currently being implemented in classrooms across the United States and around the world.

Affiliations

  • School of Special Education School Psychology and Early Childhood Studies
  • University of Florida Literacy Institute

Research Interests

Language and Literacy Development, Learning Disabilities / RTI, Professional Development, Reading, Special Education, Teacher Education

Education

  • Ph.D. - University of Florida, Special Education
  • M.Ed. - University of Florida, Special Education
  • B.A. - University of Florida, Special Education

Professional Appointments

  • Director, University of Florida Literacy Institute, 2019-present
  • Director, School of Special Education, School Psychology and Early Childhood Education, 2016-2019
  • 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 and Honors

  • Doctoral Dissertation Advisor/Mentoring Award, University of Florida, 2024
  • Leaders Inspiring Readers Award, International Literacy Association, 2021
  • Irving and Rose Fien Endowed Professorship, 2019-2022
  • University of Florida Term Professorship, 2019-2022
  • Instructional Strategy Award, Online Education Excellence Award, UF, 2018
  • Past President, Teacher Education Division (TED) of the Council for Exceptional Children
  • Graduate Teacher of the Year, UF College of Education, 2011
  • Scholarship of Engagement Faculty Award, Department of Special Education, 2007
  • 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

Selected Grants

James Patterson Literacy Challenge, Part 3

Role
  • PI
Funding Agency
  • Patterson Family Foundation
Project Period
  • 2023
Award Amount
  • $2,000,000

Project READERS: Reading Education Advancement, Development, and Efficacy Research Scholars

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project
Project Period
  • 2022
Award Amount
  • $1,250,000

Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Personnel Preparation Project
Project Period
  • 2022
Award Amount
  • $1,250,000

Literacy Tutoring in Bradford County

Role
  • PI
Funding Agency
  • Rosenberg Family Foundation
Project Period
  • 2022
Award Amount
  • $100,000

Project EASE: Economic Analyses in Special Education

Role
  • CO-PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project
Project Period
  • 2021
Award Amount
  • $1,250,000

James Patterson Literacy Challenge, Part 2

Role
  • PI
Funding Agency
  • Patterson Family Foundation
Project Period
  • 2019
Award Amount
  • $4,500,000

James Patterson Literacy Challenge

Role
  • PI
Funding Agency
  • Patterson Family Foundation
Project Period
  • 2017
Award Amount
  • $3,000,000

Project TIER: Teachers, Intervention, and Efficacy Research

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project
Project Period
  • 2016
Award Amount
  • $1,250,000

Selected Publications

Books / Book Chapters
  • Lane, H. B. & Conotesse, V. A. (2022). UFLI Foundations: An Explicit & Systematic Phonics Program. Ventris Learning.
  • Pullen, P. C., Powell, S. R., Shen, Z., King, S. G., Lane, H. B., Ashworth, K. E., Lovelace, S. P., & Hallahan, D. P. (in press). Specific learning disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), The Handbook of Special Education, New York: Routledge.
  • Lane, H. B., Gonsalves, V. E., & Hanson, A. H. (2020). Demystifying the online program development process: A graduate certificate in dyslexia. In A. W. Thornburg, D. F. Abernathy, and R. J. Ceglie (Eds.), Handbook of Research on Developing Engaging Online Courses (pp. 330-349), Hershey, PA: IGI Global.
  • Pullen, P. C., van Dijk, W., Gonsalves, V. E., Lane, H. B., Ashworth, K. A. (2019). Response to intervention and multi-tiered systems of support: How do they differ and how are they the same, if at all? In P. C. Pullen & M. J. Kennedy (Eds.), The Handbook of Response to Intervention and Multi-Tiered Systems of Supportt (pp. 5-10), New York: Routledge.
  • Pullen, P. C., Lane, H. B., Ashworth, K. A., & Lovelace, S. P. (2017). Specific learning disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), The Handbook of Special Education (pp. 286-299), New York: Routledge.
Articles
  • Gagnon, J. C., Quan, J., Daily, M. L., Huggins-Manley, C., Houchins, D., Lane, H., McCray, E., Lambert, R. (in press). Convergence, divergence, and predictive validity in depression and suicidality screening tools adjucatted youth across ethnicity. Psychological Assessment.
  • LaBelle, B., Gagnon, J. C., Joyce-Beaulieu, D., Lane, J., Gage, N., Kranzler, J., Houchins, D., Lane, H., McCray, E., Lambert, R., & Ball, S. (in press). Evaluating the utility of the MAYSI-2 among African American male juvenile offenders. Behavioral Disorders.
  • Gagnon, J. C., Gurel, S., Barber, B. R., Houchins, D. E., Lane, H. B., McCray, E. D., & Lambert, R. G. (2024). Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility. Journal of Emotional and Behavioral Disorders.
  • Lane, H. B., Contesse, V., & Gallingane, C. (2023). Phonics 101: Preparing teachers to provide effective intervention in word reading skills. Intervention in School & Clinic, 59(1) 9-19.
  • van Dijk, W., Lane, H. B., & Gage, N. A. (2023). How do intervention studies measure the relation between implementation fidelity and students’ reading outcomes: A systematic review. Elementary School Journal, 124(1), 57-84.
  • Binks-Cantrell, E., Hudson, A., Washburn, E., Contesse, V., Peltier, T., & Lane, H. (2022). Teaching the teachers: The role of teacher education and preparation in reading science. The Reading League Journal, 3(3), 20-29.
  • van Dijk, W., Pico, D., Kaplan, R., Contesse, V., & Lane, H.B (2022). Using performance measures to predict early childhood reading outcomes: An exploratory longitudinal analysis. Computers in Schools. 39(3), 252-273.
  • Contesse, V.A., Gage, N.A., & Lane, H.B. (2022). Practical use of single case research design when developing behavioral interventions for students with SLD. Learning Disability Quarterly. 46(1).
  • van Dijk, W., Huggins-Manley, C., Gage, N. A., Lane, H. B., & Coyne, M. (2022). Why does construct validity matter in measuring implementation fidelity? A methodological case study. Assessment for Effective Intervention, 47(2) 67–78.
  • Grasley-Boy, N., Gage, N. A., Reichow, B., MacSuga-Gage, A., & Lane, H. B. (2021). A conceptual replication of targeted professional development to increase teachers’ behavior-specific praise. School Psychology Review.
  • Contesse, V., Campese, T., Kaplan, R., Mullen, D., Pico, D., Gage, N. A., & Lane, H. B. (2021). The effects of an intensive summer literacy intervention on reader development. Reading & Writing Quarterly, 37(3), 221-239.
  • Contesse, V.A., Gage, N.A., & Lane, H.B. (2020). Tips for supporting students’ behavioral needs during virtual reading instruction. RETHINKING Behavior.
  • van Dijk, W., & Lane, H. B. (2020). The brain and the US education system: Perpetuation of neuromyths. Exceptionality, 28(1), 16-29.
  • van Dijk, W., & Lane, H. B. (2019). Effects of different camera perspectives on preservice teachers’ written reflections. Journal of Special Education Apprenticeship, 8(1), 1-18.
  • Lane, H. B., Gutlohn, L. & van Dijk, W. (2019). Morpheme frequency in academic words: Identifying high-utility morphemes for instruction. Literacy Research & Instruction, 58(3), 184-209.
  • Dawson, K., Antonenko, P., Lane, H. B., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226–239.
  • Houchins, D. E., Gagnon, J., Lane, H. B., Lambert, R., & McCray, E. (2018). The efficacy of a literacy intervention for incarcerated adolescents. Residential Treatment for Children & Youth, 35(1), 60-91. 
  • McCray, E. D., Ribuffo, C., Lane, H. B., Murphy, K. M., Gagnon, J. C., Houchins, D. E., & Lambert, R. G. (2017). “As real as it gets”: A grounded theory study of a reading intervention in a juvenile correctional school.  Child & Youth Care Forum, 47(2), 259–281.
  • Pullen, P. C., & Lane, H. B. (2016). Hands-on decoding:  Guidelines for using manipulative letters. Learning Disabilities: A Multidisciplinary Journal, 21(1), 27-37.
  • Santiago-Poventud, L., Corbett, N., Daunic, A., Aydin, B., Lane, H., & Smith S. W. (2015). Developing social-emotional vocabulary to support self-regulation for young children at risk for emotional and behavioral problems. International Journal of School and Cognitive Psychology, 2(3), 143-152.
  • Lane, H. B., & Pullen, P. C. (2015). Blending wheels:  Tools for decoding practice. Teaching Exceptional Children, 48(2), 86-92.
Other Publications
  • Lane, H. (in press). Evidence-based reading instruction for grades K-5: An innovation configuration. Gainesville, FL: University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center.
  • Lane, H. B., & Contesse, V. A. (2023). The Role of Educator Preparation Programs in Preparing Teachers in the Science of Reading. A Report for American Association of Colleges of Teacher Education (AACTE).
  • Lane, H., & Diamond, L. (2022, May). The Use of Pseudowords: The Importance of Being Earnest about the Science of Reading. [Blog post]. Collaborative Classroom. Retrieved from https://www.collaborativeclassroom.org/blog/pseudowords-reading-instruction/
  • Lane, H. (2022, March). Multisensory Instruction: What Is It and Should I Bother? [Blog post]. Collaborative Classroom. Retrieved from https://www.collaborativeclassroom.org/ blog/multisensory-instruction-what-is-it-and-should-i-bother/
  • Lane, H. (2021, December). The science of reading and COVID-19: A perfect storm for ed tech. [Blog post] Emerging EdTech. Retrieved from https://www.emergingedtech.com/2021/12/ the-science-of-reading-and-covid-19-a-perfect-storm-for-ed-tech/
  • Lane, H. B., Pullen, P. C., Gonsalves, V., & Campese, T. (2019). University of Florida literacy initiative: Small-group instruction for the intermediate grades. Gainesville, FL: University of Florida.
  • Lane, H. (2019, May 15). How can I help my students with dyslexia? [Blog post]. Center for the Collaborative Classroom, Collaborative Circle Blog. Retrieved from https://www.collaborativeclassroom.org/blog/how-can-i-help-my-students-with-dyslexia/
  • Lane, H. (2019, April 17). Dyslexia: What is it, and why are we hearing so much about it? [Blog post]. Center for the Collaborative Classroom, Collaborative Circle Blog. Retrieved from https://www.collaborativeclassroom.org/blog/dyslexia-what-is-it-and-why-are-we-hearing-so-much-about-it/