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 also Co-PI of an Office of Special Education Programs-funded project that seeks to provide school leaders with web-based coaching/professional development tools to support teachers of students with disabilities in delivering evidence-based academic vocabulary instruction. Hall 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.
Virginia Preschool Initiative Plus Significantly Impacts School Community