Profile

Michelle Kelley is a Professor of Reading Education in the College of Community Innovation and Education. She originally 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 teacher knowledge (as it relates to reading assessment and instruction), and professional development. Her work has been published in The Reading Teacher, Reading Horizons, Florida Reading Quarterly, Voices From the Middle, among others. She has published four teacher resources with International Literacy Association and Capstone Publisher, along with numerous chapters. She regularly presents at international, national, and state conferences. She is the former Co-Editor of Literacy Research and Instruction 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 she is active in her college and the university, serving on numerous 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 educators’ knowledge and efficacy for assessing and instructing reading. Most recently I have focused on PedsAcademy®, the innovative clinical internship model I helped develop at Nemours Children’s Hospital. This quantitative and qualitative research has examined teacher candidates’ perceptions of preparedness in the Florida Educator Accomplished Practices, teacher candidate summative reflections, pre-post test data on supporting students with special health care needs, and patient/family satisfaction. External and internal funding has been secured to grow this initiative, which includes interns from four teacher preparation programs. The impact of this work is highlighted in several publications and presentations. I have received several internal grants to establish and refine the UCF Reading Clinic. The self-sustaining clinic provides community service to local elementary students, a space for teacher innovation, and an opportunity for UCF students to practice assessment and instruction with support. I received funding to move or Masters in Reading Education fully online which resulted in 3 courses receiving Quality Review. In 2020, I received the UCF Tech Fee Grant for $63,000 to promote integration of IPAD use in reading courses. In 2020, I also worked with colleagues to obtain Research Intensive Designation for RED 4942 through the inclusion of an Action Research Case Study which teacher candidates conduct in K-12 schools. Program effectiveness research has resulted in 1 chapter and 4 national conference presentations.

• 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, 2019-2023
• 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. 2022-2023; 2018-2021

Internal Awards

• 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 21^st 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: Quality Online Designation
Summer
Reading Practicum- RED 6846 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
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. This is a mixed-mode course.

RED 5517: Quality Online Designation, Classroom Diagnosis and Development of Reading Deficiencies
Fall and Spring
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: Quality Online Designation, Literacy Leadership and Coaching
Fall
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 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.