More Information

Evan T. Ortlieb

Professor
Education Specialties
PhD, Curriculum & Instruction, Louisiana State University
MEd, Elementary Education, Louisiana State University
BS, Elementary Education, Louisiana State University
Evan Ortlieb is a Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University in New York City. He is an internationally recognized leader in the field of literacy education with previous work experience in Singapore and Australia and whose expertise centers on struggling readers, literacy teacher preparation, language diversity, and differentiated literacy instruction. He has published over 100 manuscripts that substantiate some of his contributions to the field including a book series entitled, Literacy, Research, Practice and Evaluation, as well as new instruments and evidence of refined instructional practices now being used in reading interventions and teacher education programs worldwide. He currently serves as the President-Elect of the Specialized Literacy Professionals SIG of the International Literacy Association, Member of the Board of Directors of the International Innovative Community Group of the Literacy Research Association, and Section Editor of the Journal of Adolescent & Adult Literacy. His outreach efforts are highlighted by serving as the President of the Ortlieb Foundation, a non-profit organization that provides scholarships for cancer patients pursuing a collegiate education.

Teaching Interests

Literacy Teacher Preparation and Preparing Doctoral Candidates for Success in Academia

Research Interests

Struggling Readers, Preservice/Reading Teacher Preparation, Language Diversity, Differentiated Reading Instruction

Courses Taught

EDU
3000
INDEPENDENT STUDY: LITERACY
EDU
3210
TEACH WR/ENG LAN INC ED B-6
EDU
3215
TCH WR/ENG LA INC ED 5-12
EDU
3217
TCH WR/ENG LAN INC ED B-12
EDU
3293
DISSERTATION SEMINAR CONTINUED

Select Publications

Journal Articles

Ortlieb, E. T., and McDowell, F. (2016). Investigating the effects of an experimental approach to comprehension instruction within a literacy clinic. Current Issues in Education. vol. 19, pp. 1-17.

Ortlieb, E. T., and Young, C. (2016). Never too old: A how-to guide for developing adult readers’ oral reading skills. In: Journal of Adolescent & Adult Literacy. International Literacy Association. vol. 60, pp. 213-216.

Bean, R. M., Kern, D., Goatley, V., Ortlieb, E. T., Shettel, J., Calo, K., Marinak, B., Sturtevant, E., Elish-Piper, L., L’Allier, S., and others, (2015). Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey. Literacy Research and Instruction. vol. 54, pp. 83–114.

Ortlieb, E. T., Sargent, S., and Moreland, M. (2014). Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic. Reading Psychology. vol. 35, pp. 397–421.

Ortlieb, E. T. (2014). Attraction Theory: Revisiting How We Learn. Journal of Curriculum Theorizing. vol. 30, pp. 71-87.

Verlaan, W., Ortlieb, E. T., and Verlaan, S. O. (2014). Developing Argument Writing through Evidence-Based Responses to Student-Generated Questions. Voices from the Middle. vol. 21, pp. 34-40.

Ortlieb, E. T., and Pearce, D. L. (2013). Characteristics and Roles of Literacy Clinic Directors. Reading Psychology. vol. 34, pp. 379–395.

Ortlieb, E. T., Perkins, D. R., and Verlaan, W. (2012). Investigating the Effectiveness of Vocabulary Strategy Instruction on Content-Specific Word Acquisition. Elixir Psychology. vol. 43, pp. 6843–6849.

Ortlieb, E. T. (2012). The Past, Present, and Future of Reading Diagnosis and Remediation. Journal of Language Teaching and Research. vol. 3, pp. 395–400.

Cassidy, J., and Ortlieb, E. T. (2011). Literacy: The First Decade of the New Millennium. Reading Horizons. vol. 51, pp. 92-103.

Steward, F., Cheek, Jr, E. H., Borgia, L., and Ortlieb, E. T. (2011). Using Trend Line Data to Plan and Evaluate Literacy Instruction. L1-Educational Studies in Language and Literature. vol. 11, pp. 25–38.

Books

Ortlieb, E. T., Sargent, S., and Moreland, M. (2014). Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic. Reading Psychology. vol. 35, pp. 397–421. (2015). Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. In: Literacy research, Practice and Evaluation. Bingley: Emerald Group Publishing Limited. vol. 5,

Ortlieb, E. T. (2014). Theoretical Models and Learning and Literacy Development. Bingley: vol. 4, pp. 280.

Ortlieb, E. T. (2014). Theoretical Models and Learning and Literacy Development. Bingley: vol. 4, pp. 280. (2013). Advanced Literacy Practices: From the Clinic to the Classroom. Bingley: Emerald Group Publishing. vol. 2, pp. 422.

Ortlieb, E. T. (2014). Theoretical Models and Learning and Literacy Development. Bingley: vol. 4, pp. 280. (2013). Advanced Literacy Practices: From the Clinic to the Classroom. Bingley: Emerald Group Publishing. vol. 2, pp. 422. (2013). School-Based Interventions for Struggling Readers, K-8. Bingley: Emerald Group Publishing. vol. 3, pp. 384.

Book Chapters

Ortlieb, E. T., and Dodge, A. M. (2017). One size fits none: Re-conceptualizing literacy instruction for diverse learners. In: Alternatives to privatizing public education and curriculum: A Festschrift in honor of Dale D. Johnson. New York: Routledge.

Ortlieb, E. T., Verlaan, W., Cheek, E. H., and DiMarco, D. (2016). Rethinking writing products and processes in a digital age. In: Writing instruction to support literacy success . Bingley: Emerald Group.

Conference Proceedings

Ortlieb, E. T., Rozario, R., and Sasaski, Y. (2014). Towards a Predictive Model for Texting Fluency. Brisbane: Australian Council for Adult Literacy Conference. pp. 1–20.