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 English learners 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 (IES)-funded project that aims to further develop the Reading RULES for Kindergarten (RRK) small-group literacy intervention program, which targets letter-name knowledge, phonics/decoding, vocabulary knowledge, syntactic knowledge, handwriting, spelling using sound analysis, and written composition. She has authored peer-reviewed publications in Educational Psychology Review, Elementary School Journal, Remedial and Special Education, and Teaching Exceptional Children, among other peer-reviewed journals.
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