Colby Hall studies literacy development, assessment, and instruction. Her research focuses on the components of effective literacy instruction for elementary and middle-school students with or at risk for literacy-learning difficulties; inference instruction as a means of improving reading comprehension; reading instruction for bilingual/multilingual students with reading difficulties; instruction supporting text comprehension in content-area classrooms; and technology-delivered reading instruction.
Hall is currently co-PI of an Institute of Education Sciences-funded project that aims to further develop and pilot the Reading RULES for Kindergarten small-group literacy intervention program. She is Co-I of an Office of Special Education Programs-funded project that seeks to provide school leaders with web-based coaching to support teachers of students with disabilities in delivering evidence-based academic vocabulary instruction. Hall has authored peer-reviewed publications in Educational Psychology Review, Reading Research Quarterly, and Remedial and Special Education, among other peer-reviewed journals.
Ph.D., University of Texas at Austin, 2016
M.A., Teachers College, Columbia University, 2007
A.B., Harvard College, Harvard University, 2002
- Reading assessment
- Word reading and spelling instruction for elementary students with or at risk for dyslexia
- Language comprehension instruction to support reading comprehension for elementary and middle-school students with or at risk for reading comprehension difficulties
- Reading instruction for emergent bilingual students with reading difficulties
- Instruction supporting text comprehension in content-area classrooms
- Technology-delivered reading instruction