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Faculty Valentina Contesse

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Valentina Contesse 

Assistant Director, University of Florida Literacy Institute, and Clinical Assistant Professor

Valentina Contesse

Email

contesse@coe.ufl.edu

About

Valentina Contesse, Ph.D., is a Clinical Assistant Professor in the University of Florida College of Education’s School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) and Assistant Director of the University of Florida Literacy Institute (UFLI). Her work focuses on strengthening foundational reading instruction and intervention through teacher preparation, professional learning, and school-based support. She teaches courses in undergraduate and graduate teacher preparation programs and serves as Program Coordinator for the SESPECS Special Education Master’s program. Her teaching and research focus on preparing educators to deliver effective, evidence-based reading instruction, with particular attention to observation-based performance feedback and instructional coaching. She also partners with educators and school systems to support the implementation of effective reading practices in schools. As co-author of UFLI Foundations: An Explicit and Systematic Phonics Program, Dr. Contesse is committed to connecting research, teacher learning, and instructional practice to improve outcomes for students.

Dr. Contesse’s research extends across preservice teacher preparation, inservice professional development, and school-based implementation. Her recent work includes a 2025 Reading Research Quarterly study examining the effects of a foundational reading skills program on the literacy development of kindergarten and first grade students. She is also involved in UFLIAI, a federally funded project investigating how artificial intelligence can advance foundational literacy instruction. Across her research, teaching, and partnerships with schools and districts, Dr. Contesse works to bridge the gap between evidence-based practices and their effective use in classrooms.

Affiliations

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

Research Interests

Evidence-based Practices, Learning Disabilities / RTI, Literacy, Reading, Teacher Education, Teacher Evaluation

Education

  • Ph.D. (2021) Special Education with Specializations in Reading Instruction and Intervention, Teacher Education, Learning Disabilities - University of Florida
  • M.Ed. (2013) Special Education - University of Florida
  • B.A. (2012) Elementary Education - University of Florida

Professional Appointments

  • Assistant Director, University of Florida Literacy Institute (2021-present)
  • Board Member, The Center for Reading Instruction (CERI)
  • Chair, UF College of Education Scholarship Committee

Activities and Honors

  • Council for Exceptional Children (CEC): Teacher Education Division (TED), Division of Learning Disabilities (DLD), Division of Research (DR)
  • International Dyslexia Association (IDA)
  • Society for the Scientific Study of Reading (SSSR)
  • The Center for Reading Instruction (CERI)

Selected Grants

UFLIAI: Advancing Foundational Literacy with Artificial Intelligence

Role
  • Co-Principal Investigator
Funding Agency
  • US Department of Education, Office of Special Education Programs

Project DECODE 2.0: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • Co-Principal Investigator
Funding Agency
  • US Department of Education, Office of Special Education Programs

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

Role
  • Co-Principal Investigator
Funding Agency
  • US Department of Education, Office of Special Education Programs

Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • Co-Principal Investigator
Funding Agency
  • US Department of Education, Office of Special Education Programs

Selected Publications

Articles

  • Bason, F., Balkcom, C. West, D., Contesse, V. A., Burns, M, K., Dean, Z. & Kern, L. E. (2026). Implementation fidelity of foundational reading skills: Review of trends, measures, and facilitators vs. Barriers. Reading & Writing Quarterly. 41(1), 18-35.
  • Lane, H. B., Contesse, V. A., Gage, N. A., & Burns, M. K. (2025). Effect of an instructionalprogram in foundational reading skills on early literacy development of students in kindergarten and first grade. Reading Research Quarterly. 60(1), 1-15.
  • Xu, F., Gage, N., Lane, H. B., Contesse, V. A., O’Steen, G. E., & Bason, F. (2024). An observational study of student reading engagement during UFLI-Intensive intervention. Reading & Writing Quarterly: Overcoming Learning Difficulties. 41(5), 381-397.
  • Burns, M. K. & Contesse, V. A. (2024). Guidelines for determining if a reading intervention is consistent with the science of reading. The Reading League Journal, 5(3), 13-21.
  • Randolph, K. M., Pegg, L., & Contesse, V. A., & Billingsley, G. (2024). iCoaching the coach: Building capacity with embedded evidence-based practice implementation support. Journal of Mentoring and Coaching in Education. 14(2)
  • Lane, H.B., Contesse, V.A., & Gallingane, C. (2023). Phonics 101: Preparing teachers toprovide effective intervention in word reading skills. Intervention in School & Clinic. 59(1), 9-19.
  • Lane, H.B. & Contesse, V.A. (2023). The role of educator preparation programs in preparing teachers in the science of reading. American Association of Colleges for Teacher Education. Washington, D.C.
  • 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).
  • 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. (2021). Performance feedback to increase preservice teachers' use of evidencebased practices during a reading intervention practicum. [Doctoral dissertation, University of Florida]. UF Digital Collections.
  • Pico, D. L., Hessling, A., Haring Biel, C., Peterson, A. K., Biel, E. J., Woods, C., & Contesse, V. A. (2021). Interventions that affect narrative language in school-aged children: A systematic review with meta-analyses. Language, Speech, and Hearing Services in Schools. 52(4), 1109-1126.
  • Contesse, V.A., Campese, T., Kaplan, R., Mullen, D., Pico, D.L., Gage, N.A., & Lane, H.B. (2021). The effects of an intensive summer literacy intervention on reader development. Reading & Writing Quarterly: Overcoming Learning Difficulties. 37(3), 221-239.
  • Pua, D., Peyton, D., Brownell, M., Contesse, V., & Jones, N. (2021). Preservice observation in special education: A validation study. Journal of Learning Disabilities. 54(1), 6-19.

Books / Book Chapters

  • Lane, H.B. & Contesse, V.A. (2022). UFLI Foundations: Explicit & Systematic Phonics Instruction. Ventris.

Presentations

  • Contesse, V. A., Washburn, E., Gesel, S., & Lane, H. B. (2025, November). Enhancing teacher candidates' practice through a structured foundational reading skills program [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Kansas City, MO, United States.
  • Burns, M. K., & Contesse, V. A. (2025, November). Infusing research into teaching and service [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Kansas City, MO, United States.
  • Lane, H. B., Contesse, V. A., Burns, M. K., & Gage, N. (2025, July). Effectiveness and usability of UFLI Foundations [Paper presentation]. Society for the Scientific Study of Reading Annual Conference, Calgary, Canada.
  • Lane, H. B., Ramakrishnan, V., & Contesse, V. A. (2025, March). Using AI to generate decodable texts for instruction and intervention [Paper presentation]. Council for Exceptional Children Convention and Expo, Baltimore, MD, United States.
  • Contesse, V. A., Washburn, E., Gesel, S., Kingsbery, C., & Lane, H. B. (2024, November). Forging collaborative relationships to support teacher preparation in reading [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Pittsburgh, PA, United States.
  • O'Steen, G. E., Campese, T., & Contesse, V. A. (2024, November). Enhancing teacher candidates' use of high-leverage practices through virtual coaching and performance feedback [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Pittsburgh, PA, United States.
  • Bason, F., West, D., & Contesse, V. A. (2024, November). Forge ahead with summer reading programs: Cultivating literacy for students and teachers [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Pittsburgh, PA, United States.
  • Contesse, V. A., West, D., & Bason, F. (2024, October). Using high-leverage practices to support reading instruction [Paper presentation]. International Dyslexia Association, Dallas, TX, United States.
  • Gage, N., Lane, H. B., & Contesse, V. A. (2024, September). Effect of a foundational reading skill instructional program on early literacy skills of students in kindergarten [Paper presentation]. Society for Research on Educational Effectiveness Conference, Baltimore, MD, United States.
  • Contesse, V. A., Lane, H. B., & Gage, N. (2024, July). The effects of an intensive summer reading intervention program [Poster presentation]. Society for the Scientific Study of Reading Annual Conference, Copenhagen, Denmark.
  • Lane, H. B., & Contesse, V. A. (2024, July). Scaling up: Facilitators of and barriers to districtwide implementation of an explicit and systematic phonics program [Paper presentation]. Society for the Scientific Study of Reading Annual Conference, Copenhagen, Denmark.
  • Burns, M. K., Lane, H. B., & Contesse, V. A. (2024, March). Research-to-practice deep dive: Using assessment data to plan targeted reading interventions [Paper presentation]. Council for Exceptional Children Convention and Expo, San Antonio, TX, United States.
  • Contesse, V. A., Bason, F., West, D., & Cummings, C. M. (2024, February). Using evidence-based practices to maximize the effectiveness of intensive reading intervention [Paper presentation]. Learning Disabilities Association of America, Orlando, FL, United States.
  • Contesse, V. A., Lane, H. B., & Gallingane, C. (2023, November). Collaboratively planning a reading intervention field experience for teacher candidates [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Long Beach, CA, United States.
  • Contesse, V., Campese, T., Lane, H. B., & Bason, F. (2023, November). Intensive reading practicum experiences lead to smooth SAILing for special education teachers [Paper presentation]. Teacher Education Division of the Council for Exceptional Children, Long Beach, CA, United States.
  • Contesse, V. A. (2023, October). Using UFLI Foundations in teacher preparation [Invited presentation]. Higher Education Summit for the International Dyslexia Association, Columbus, OH, United States.
  • Lane, H. B., Contesse, V., Gage, N., & Pollett, C. (2023, July). District-wide pilot of a foundational reading skills program [Paper presentation]. Society for the Scientific Study of Reading Annual Conference, Port Douglas, Queensland, Australia.
  • Contesse, V., Lane, H. B., & Gage, N. (2023, July). The impact of intensive tutoring during a summer reading program [Paper presentation]. Society for the Scientific Study of Reading Annual Conference, Port Douglas, Queensland, Australia.
  • Lane, H. B., Contesse, V., Cheyney-Collante, K., Pollett, C., Ricke, A., & Taksier, K. (2023, March). Tools for explicit and systematic foundational reading skill instruction [Paper presentation]. Council for Exceptional Children Convention and Expo, Louisville, KY, United States.