Profile

Michelle Kelley is a Professor of Reading Education in the College of Community Innovation and Education. She came to UCF as part of a Florida State Department Grant (FLaRE), and joined the faculty 2004. Her research focuses on reading comprehension, pre-service and in-service teacher knowledge (as it relates to reading assessment and instruction), and literacy coaching. Her work has been published in The Reading Teacher, Reading Horizons, Literacy Research and Instruction, Voices From the Middle, among others. She has published numerous chapters and four teacher resources with the International Literacy Association and Capstone Publisher. Her most recent book is with Teachers College Press on literacy coaching. She regularly presents at international, national, and state conferences. She is the Co-Editor for Literacy Practice and Research and is a reviewer for many literacy journals, professional organizations, and publishers. She currently is the Reading Education Program facilitator for the online MEd Program, is the former Elementary Education Program Coordinator, and is active in her college and the university, serving on various committees.

• Reading Education
• Professional Development

• Ed.D. UNIVERSITY OF FLORIDA- Gainesville, Florida
  2001 Dissertation: A Cross-Case Analysis of Effective Reading Teachers of At-Risk Intermediate Students
• Ed.S. UNIVERSITY OF FLORIDA- Gainesville, Florida
  1999 Educational Leadership
• M.Ed. UNIVERSITY OF SOUTHERN MAINE- Gorham, Maine
  1992 Literacy Education
• B.A. UNIVERSITY OF MAINE- Orono, Maine
  1988 History

My research has primarily been centered on pre-service and in-service educators’ knowledge and efficacy for assessing and instructing reading. Most recently I have focused on literacy coach efficacy and educator readiness for Artificial Intelligence use in courses and classrooms. Since being promoted to professor in 2019 I have over 20 publications and 25 presentations related to my research and scholarship for teaching and learning.

• Teacher Candidate Knowledge of Reading Instruction and Assessment
• Literacy Coach Efficacy
• Reading Comprehension
• Independent Reading

In the area of service, I have been a reviewer for awards, grants, presentations, and books for the OTEL (Organization of Teacher Educators of Literacy), Association of Literacy Educators and Researchers, Pearson, and Teachers College Press. I serve in a leadership role for OTEL as a delegate at large for the Executive Board. At UCF, I serve on CCIE’s Faculty Council and STE’s Graduate Curriculum Committee. I also serve on Project Speech’s Advisory Board.

National Editorial and Review Service

• Reviewer, Action in Teacher Education, 2019- to date
• Co-Editor of Journal, Literacy, Practice, and Research (OTEL), 2024- to date
• Co-Editor of Journal, Literacy Research and Instruction (ALER), 2011-2017
• Reviewer, Journal of Research in Childhood Education, 2017-to date
• Reviewer, Literacy Research and Instruction (ALER), 2011- to date
• Developmental Reviewer, Pearson Publishers, 2012 to date

National Professional Organization Service

• Delegate-at-large, Executive Board of the Organization of Teacher Educators in Literacy, 2023-2025
• Chair, Co- Chair, and Committee Member, ILA Elva Knight Research Grant/ILA Nila Banton Smith Teacher as Researcher Grant, 2017-2022

University

• Faculty Senate, Vice Chair and Committee on Committees Chair, 2017-2018; 2018-2019

Colleges of Community Innovation and Education and Education and Human Performance

• Faculty Council. 2018-2024

Internal Awards

• UCF Travel Award for Recognition of Faulty Excellence, 2024
• UCF Faculty Fellow in Inclusion, 2015-2016
• UCF Teaching Incentive Program Award, 2021-2022; 2015-2016; 2009-2010
• UCF Women Faculty Excellence in Academic Partnerships, 2017; 2013
• UCF Morgridge 21st Century Faculty Fellow, 2010-2011
• UCF College of Education Excellence in Undergraduate Teaching Award, 2009

External Awards

• Innovation in Teacher Education Award, Southeastern Regional Association of Teacher Educators, 2022
• Judy Richardson Literacy Legacy Award, Association of Literacy Educators and Researchers, 2021
• Learning Magazine’s Teachers’ Choice Award for Professional Development, 2014
• Facebook Author of the Month for International Reading Association, June 2009
• Disney Teacherrific Award, 1995, 1999 and 2000

RED 6846: Reading Practicum
Summer
Quality Online Designation
This course is designed to provide graduate students in Reading Education with evaluation and instructional practices for individualization of reading instruction in a school setting. Students are required to conduct a parent interview and produce a case report. The primary goals of this course are to provide educators with experiences and "tools" for becoming a facilitating reflective practitioner, providing corrective reading instruction, and evaluating the effectiveness of assessments, strategies, and instruction for challenged readers. Particular emphasis is placed on a) effective reading assessments, b) diagnosis and evaluation, and c) corrective instruction in reading.

RED 6845: Advanced Evaluation and Instruction in Reading
Spring
Quality Online Designation
This course is intended for graduate students completing an advanced degree in reading education. This course is a prerequisite for and taken as a block with RED 6846. Administration and interpretation of formal and informal evaluation strategies, instructional techniques contributing to reading achievement, case study preparation, and parent involvement are all topics addressed in this course.

RED 5517: Classroom Diagnosis and Development of Reading Deficiencies
Fall and Spring
High Quality Online Designation
This course is specifically designed for graduate students completing an advanced degree in education. This course supports a variety of programs therefore the course needs to meet a variety of needs. The purpose of this course is to develop student knowledge of reading acquisition and factors that affect reading acquisition across different age groups and among diverse populations. The student diagnoses and assesses a student in at least one major reading component. The student uses assessment data and knowledge of the reading process to develop assessment plans that are differentiated instructional plans that address a student’s strengths and needs. This course specifically addresses Competencies 3 and 4 of the Florida Reading Endorsement 2022.

RED 6746: Literacy Leadership and Coaching
Fall
Quality Online Designation In this course students explore how to collaborate with stakeholders to plan, implement, and supervise reading programs in K-12 settings, focusing on data mining and professional development. Students explore coaching models and how to facilitate school-wide literate environment.

RED 5948: Practicum in Reading Assessment and Instruction
Fall Online In this course, the UCF student further develops and apply knowledge gained in RED 5147 and RED 5517. Students work with at least one K-12 student in a supervised setting in order to develop greater expertise in working with struggling readers engaging in an Action Research Project using a case study approach. The course is part of a series of courses that collectively meet Florida Reading Endorsement Competencies (2022). This course addresses Competency 5 (Demonstration of Accomplishment)

RED 4519M: Diagnostic and Corrective Reading
All Semesters
This course is designed to acquaint prospective reading educators with the nature of diagnostic and corrective procedures to be used in the elementary school classroom. The over-all desired outcome is the preparation of a teacher of reading who is prepared to provide differentiated instruction for his/her students. Course content and activities will help students (1) select, understand, and use assessment instruments, both formal and informal, for purposes of student, program, and self evaluation and (2) select appropriate methods and materials that are consistent with the assessment process.

RED 4942M: Practicum for Assessment and Instruction of Reading, RI (Research Intensive) Designation
Fall and Spring
This course engages students in Action Research using a Case Study approach. In a supervised setting, pre-service teachers employ the assessment tools they have learned in previous course work and design instruction based on their results. In addition, the UCF student implements instruction and evaluates their effectiveness in a field-based setting. This is a mixed-mode course.