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Lane, Holly



Lane, HollyAssociate Professor and Director
School of Special Education, School Psychology and Early Childhood Studies
College of Education

Associate Professor
Special Education, School Psychology, and Early Childhood Studies
College of Education
University of Florida
1403 Norman Hall
PO Box 117050
Gainesville, FL 32611
352-273-4273
hlane@ufl.edu

Research Biography

Dr. Lane is an associate professor of special education and director of the School of Special Education, School Psychology, and Early Childhood Studies. She also coordinates the doctoral program in special education and directs the University of Florida Literacy Initiative. Her research focuses on literacy intervention and prevention of reading difficulties through effective early literacy instruction and teacher education. She has conducted studies of tutoring interventions, increasing access to books in the homes of children from low-income families, and teacher knowledge of literacy. She has worked on projects to study reading intervention in juvenile correctional facilities and to develop professional development materials for teachers. Dr. Lane has also been the principal investigator of two doctoral training projects focused on preparing scholars in literacy intervention research.

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

Director, School of Special Education, School Psychology and Early Childhood Education, 2016-present

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

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

Grants

Principal Investigator. Project RELATE: Research in Early Literacy and Teacher Education, 2010, US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project, $1,200,000.

Co-Principal Investigator. Project LIBERATE: Literacy Based on Evidence through Research for Adjudicated Teens to Excel. U.S. Department of Education, Institute of Education Sciences (subcontract from Georgia State University), $2,142,934.

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.

Selected Publications

Lane, H. B., & Hayes, L. F. (2015). Keeping the big picture in mind: Using a reading conceptual framework to guide teacher learning. Journal of Reading Education, 40(2), 19-26.

Pullen, P. C., & Lane, H. B.  (2014). Teacher-directed decoding practice with manipulative letters and word reading skill development of struggling first grade students. Exceptionality, 22(1), 1-16.

Lane, H. B., & Zavada, S. D. W.  (2013).  When reading gets ruff:  Canine-assisted reading programs.  Reading Teacher, 67(2), 87-95.

Wilkerson, K. L., Gagnon, J. C., Mason-Williams, L., & Lane, H. B.  (2012). Reading instruction in juvenile correctional facilities for students with high incidence disabilities.  Preventing School Failure, 56(4), 219-231.

Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading & Writing, 25(2), 483-507.

Pullen, P. C., Lane, H. B., Ashworth, K. A., & Lovelace, S. P.  (2011). Learning disabilities. In D. P. Hallahan, & J. M. Kauffman. The Handbook of Special Education (pp. 187-197), New York:  Routledge.

Lane, H. B., Hudson, R. F., McCray, E. D., Tragash, J. R., & Zeig, J. L.  (2011).  “Tutoring opened my eyes”: Tutor experiences in the America Reads Challenge.  Mentoring & Tutoring, 19(2), 199–217.

Hudson, R. F., Lane, H. B., Arriaza-Allen, S., Isakson, C., & Richman, T.  (2011).  An examination of a small group decoding intervention with struggling readers:  Comparing accuracy and automaticity criteria. Learning Disabilities Research & Practice, 26(1), 15-27.

Lane, H. B., & Arriaza-Allen, S. (2010).  The vocabulary-rich classroom:  Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63, 362-370.  [Featured on ReadingRockets.com, February, 2010]

Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R.  (2009).  Identifying essential components of a tutoring model for struggling beginning readers. Literacy Research and Instruction, 48, 277-297.

Dieker, L., Lane, H. B., Allsopp, D. H., O’Brien, C., Butler, T. W., Kyger, M., Lovin, L., & Fenty, N. S.  (2009). The learning stream: Video models of evidence-based teaching practices to enhance teacher learning. Teacher Education and Special Education, 32(2), 180-196.

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), 57-86.

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), 4-32.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2009).  Understanding theory and practice in reading fluency instruction.  Reading and Writing Quarterly, 25(1), 1-3.

Selected Links

University of Florida Literacy Initiative:  https://education.ufl.edu/ufli/