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School of Education

Faculty and Staff Listing

 

Theresa Deeney, Associate Professor

(401) 874-2682
tdeeney@uri.edu

 

 

 

Education

Ed.D.

Reading, Language, and Learning Disabilities
Harvard University Graduate School of Education

1997

M.Ed.

Educational Administration,
University of Massachusetts

1986

B.S. Ed.

Elementary and Special Education,
Fitchburg State College

1980

Courses taught

EDC423 Teaching Comprehension and Response in Elementary School

EDC424

Teaching Literacy in the Elementary School

EDC425

Using Trade Books in the Reading and Writing Program

EDC562 Intervention in Reading and Writing Difficulties
EDC563 Teaching Reading to Multicultural Populations

EDC564

Diagnosis of Reading Difficulties

EDC565

Seminar in Reading Research

EDC566

 Intervention in Reading and Writing Difficulties (practicum)

EDC567

Field Study in Reading (practicum)

EDC594

Organization and Supervision of Reading Programs

EDP641

Doctoral Seminar

Research Interests

  • Struggling Readers
  • Teacher Education in Reading
    • Transfer of Practice from Reading Clininc to Classrooms/Schools
    • Teaching Text-Based Discussion
    • Teacher Research in Classrooms

Selected Publications

Deeney, T. (2010). One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, 63(6), pp. 440-450

Deeney, T. (2009). Improving literacy instruction with classroom research. Thousand Oaks, CA: Corwin Press.

Deeney, T. (2008). Coordinating supplemental reading instruction. Intervention in School and Clinic, 43(4), 218-225.

Balinger, D., & Deeney, T. (2006). Physical educators as teachers of literacy. Journal of    Physical Education, Recreation, and Dance, 77, 18-23.

Deeney, T. (2004). Coordinating programs and texts to ensure success for struggling readers.  In A. Pincus (Ed.) Teaching Tips from the Experts (pp. 133-138). New Jersey: New Jersey Branch of the International Dyslexia Association.

Wolf, M., & Deeney, T. (2003). Dyslexia. International Encyclopedia of Linguistics (2nd Ed, pp.472-475). New York: Oxford University Press.

Deeney, T., Wolf, M., & Goldberg O’Rourke, A. (2001) “I like to take my own sweet time”: Case study of a child with naming-speed deficits and reading disability. Journal of Special Education, 35, 145-155.

Wolf, M., & Deeney, T. (2000). A new direction: Fluency, phonology, and speakers of African-American English. Perspectives, 26, 35-36.

Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. (1998). The School Function Assessment. San Antonio, Texas: The Psychological Corporation.

Vita in PDF

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