Evan T. Ortlieb, Ph.D.

Program Director, Professor

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 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.

Ph.D., Curriculum & Instruction, Louisiana State University
M.Ed., Elementary Education, Louisiana State University
B.S., Elementary Education, Louisiana State University

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

Select Publications
Journal Articles

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.

Rennie, J., and Ortlieb, E. T. (2013). Diverse Literacy Learners: Deficit Versus Productive Pedagogies. In: Literacy Research, Practice and Evaluation. Bingley: Emerald Group Publishing. vol. 3, pp. 203–218.

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. 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.

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.