Laura Steacy

Associate Professor

Educational Psychology

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Titles:

Associate Professor of Educational Psychology

Academic Degrees:

Ph.D. Special Education, Vanderbilt University, 2015

M.Ed. Cognitive Studies, Queen’s University, Canada, 2009

B.Ed. Primary/Junior Education, Queen’s University, Canada, 2005

B.A.(Hons) English Literature and Psychology, Queen’s University, Canada, 2004

Areas of Expertise:

Reading Instruction and Intervention

Learning Disabilities

Reading Disabilities

Individual Differences

Biography:

Dr. Laura Steacy is an associate professor of Special Education. Her research interests include early reading development, early predictors of reading achievement, and interventions for students who have or are at-risk for reading disabilities. Prior to her doctoral studies, she was a classroom teacher with experience teaching kindergarten through sixth grade. Her research interests focus on three broad strands relating to identification and intervention for children with and at-risk for reading disabilities, including dyslexia. These strands include: (1) child- and word- factors that predict individual differences in word reading skills, (2) modeling the stability of early reading subtypes of children at-risk for reading difficulties, and (3) future directions for intervention. These strands serve her overarching goal of identifying and serving students with the highest needs in the area of reading.

Funded Research:

Steacy, L. M. & Edwards, A.A. (2022-2025). Understanding the underlying relation between phonological clean-up ability and early word reading: A developmental exploration. Funded by National Institute of Child and Human Development, National Institutes of Health. Role: Principal Investigator.

Steacy, L. M. (2019–2025). Instructional Supports for Children with Dyslexia Learning to Read Complex Words. Funded by Institute of Education Sciences. Role: Principal Investigator.

Compton, D. L., Rueckl, J., Siegelman, N., Steacy, L. M., Petscher, Y., Patton Terry, N., & Duran, L. (2022–2026). Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills. Funded by National Institute of Child and Human Development, National Institutes of Health. Role: Co-Investigator.

Selected Publications/Presentations:

Steacy, L. M., Edwards, A. A., Rigobon, V. M., Gutierrez, N., Marencin, N.C., Siegelman, N., Himelhoch, A., Himelhoch, C., Rueckl, J., & Compton, D. L. (2023). Set for variability as a critical predictor of word reading:  Potential implications for early identification and treatment of dyslexia. Reading Research Quarterly, 58 (2), 254-267.

Steacy, L. M., Rigobon, V. M., Edwards, A. A., Abes, D. R., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L. & Compton, D. L. (2022). Modeling complex word reading: Examining lexical influences at the level of the word and child on mono and polymorphemic word reading. Scientific Studies of Reading, 26(6), 527–544.

Steacy, L. M., Edwards, A. A., Rueckl, J. G., Petscher, Y., & Compton, D. L. (2021). Modeling and visualizing the co-development of word and nonword reading in children from first through fourth grade: Informing developmental trajectories of children with dyslexia. Child Development, 92, e252-e269.

Steacy, L. M., Wade-Woolley, L., Rueckl, J., Pugh, K., Elliott, J. R., & Compton, D. L. (2019). The role of set for variability in irregular word reading: Word and child predictors in typically developing readers and students at-risk for reading disabilities. Scientific Studies of Reading, 23(6), 523-532.

Steacy, L. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, 109, 51-69.

Steacy, L. M., Elleman, A. M., Lovett, M. W., & Compton, D. L. (2016). Exploring differential effects across two decoding treatments on item-level transfer in children with significant word reading difficulties. Scientific Studies of Reading, 20(4), 283-295.

Honors/Awards:

2019     Early Career Outstanding Paper Award, Society for the Scientific Study of Reading.

2017     Rebecca L. Sandak Young Investigator Award, Society for the Scientific Study of Reading.

2016     Outstanding Doctoral Research Award, Division for Learning Disabilities, Council for Exceptional Children.

Associations/Committees/Outreach:

Associate Editor: Scientific Studies of Reading

Editorial Board: Scientific Studies of Reading, Journal of Research in Reading, Journal of Learning Disabilities, Annals of Dyslexia, Exceptional Children

Member: Society for the Scientific Study of Reading, International Dyslexia Association

Curriculum Vitae:

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