Holly Lane

Holly Lane 

Associate Professor

Holly Lane

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About

Dr. Lane is an associate professor of special education at 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.

Affiliations

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

Research Interests

Adolescent Literacy, At Risk and Related Issues, Early Childhood, Early Childhood Literacy, Intervention, Language and Literacy Development, Learning Disabilities / RTI, Literacy, Mild and Moderate Disabilities, Primary / Elementary, Reading, Special 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, 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

  • 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

Project RELATE: Research in Early Literacy and Teacher Education

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project
Project Period
  • 2010
Award Amount
  • $1,200,000

Project LIBERATE: Literacy Based on Evidence through Research for Adjudicated Teens to Excel

Role
  • Co-PI
Funding Agency
  • U.S. Department of Education, Institute of Education Sciences
Award Amount
  • $2,142,934

Project Read-Aloud

Role
  • PI
Funding Agency
  • University of Florida, Division of Sponsored Research, Research Opportunity Fund
Project Period
  • 2008
Award Amount
  • $70,505

Project LITERACY: Literacy Intervention in Teacher Education for Reaching All Children and Youth

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Leadership Personnel Preparation Project
Project Period
  • 2007
Award Amount
  • $800,000

Identification of Characteristics and Practices of Effective Family Literacy Programs

Role
  • Co-PI
Funding Agency
  • Volunteer Florida Foundation
Project Period
  • 2005
Award Amount
  • $25,000

Project ABC: Access to Books for Children

Role
  • PI
Funding Agency
  • US Department of Education, Office for Special Education Programs, Directed Research Project
Project Period
  • 2004
Award Amount
  • $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.