Caroline Kethley, Ph.D.
Assistant Professor
Caroline Ingle Kethley, Ph. D., has been an Assistant
Research Professor or Assistant Professor in the School of Education and Human
Development at SMU since 2005,
serving first as Project Coordinator for the IERI/Scale Up Project and Principal
Investigator on the Foundations of Fluency Technology Project. She was an
instructor in the Dyslexia Therapist Training Program at Hardin-Simmons
University in Abilene, Texas before earning her Ph.D. in Special Education from
The University of Texas at Austin in 2005. At The University of Texas, Dr.
Kethley worked on a federally funded Model Demonstration Reading project at the
Vaughn Gross Center for Reading and Language Arts. She also developed
research-based reading instructional materials using a web-based course format
with video anchored instruction.
Dr. Kethley’s research interests include dyslexia and other reading disorders, implementing and sustaining the use of early reading interventions, teacher education and professional development, and intervention for middle school struggling readers. She has presented widely on evidence-based reading interventions and using multimedia anchored instruction to promote the use of reading interventions by pre-service and novice teachers. Dr. Kethley has served as President of the Texas Council for Learning Disabilities and the Research Committee of the Council for Learning Disabilities and is the current editor of Learning Disabilities Forum.
Publications
Bryant, B. R., Bryant, D. P., & Kethley, C. I. (2004). Reading assessment: Introduction to the special series. Assessment for Effective Intervention, 29(4), 3-12.
Bryant, B. R., Hammill, D. D., Bryant, D. P, McCray, A., & Kethley, C. I. (2004). Characteristic behaviors of students who have learning disabilities affecting reading. Assessment for Effective Instruction, 29(4), 39-46.
Kethley, C. I. (2005). Case studies of resource room reading instruction for middle school students with high-incidence disabilities. Unpublished Dissertation, The University of Texas at Austin.
E-mail Dr. Kethley (click here)