Biography:

Dr. Katlynn Dahl-Leonard is an Assistant Professor of Literacy Education at the University of Houston. Her research primarily focuses on effective literacy instruction, especially for elementary students with or at risk for literacy learning difficulties. She is particularly interested in supporting teachers’ understanding and implementation of evidence-based literacy practices.

Recent Publications:

https://scholar.google.com/citations?hl=en&user=u5TPrEsAAAAJ&view_op=list_works&sortby=pubdate

Dahl-Leonard, K., Hall, C., & Lee, D. (2026). Examining the effects of Tier 1 small-group reading instruction on early-elementary students’ reading outcomes. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-026-10778-5

Dahl-Leonard, K., Hall, C., DeCoster, J., & Solari, E. J. (2025). Elementary educator self-efficacy and knowledge to teach reading. Teachers and Teaching: Theory and Practice. Advance online publication. https://doi.org/10.1080/13540602.2025.2526639

Demchak, A., Dahl-Leonard, K., Solari, E. J., Hall, C., Tatel, S., & Wilburn, K. (2025). Content analysis of state-level review materials for K-2 core literacy curricula. Annals of Dyslexia. Advance online publication. https://doi.org/10.1007/s11881-025-00334-1

Hall, C., Dahl-Leonard, K., Roberts, G. J., Capin, P., Peacott, D., Thayer, L., & Conradi Smith, K. (2025). Piloting an approach to family-implemented decoding instruction for kindergarten-aged children. Early Childhood Research Quarterly, 72(1), 122-132. https://doi.org/10.1016/j.ecresq.2025.02.011

Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the effects of family-implemented literacy interventions for school-aged children: A meta-analysis. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-025-09985-3

Demchak, A., Anaya, J., Dahl-Leonard, K., Hall, C., Conner, C., & Solari, E. J. (2025). Analyzing alphabet knowledge acquisition in young children. Reading & Writing Quarterly: Overcoming Learning Difficulties, 41(4), 363-380. https://doi.org/10.1080/10573569.2024.2446791

Capin, P., Dahl-Leonard, K., Hall, C., Cho, E., Yoon, N.Y., Chatzoglou, E., Reiley, S., Walker, M., Andress, T., Shanahan, E., & Vaughn, S. (2025). Reading comprehension instruction: Evaluating our progress since Durkin’s seminal study. Scientific Studies of Reading, 29(1), 85-114. https://doi.org/10.1080/10888438.2024.2418582

Dahl-Leonard, K., Hall, C., & Capin, P. (2025). Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention. Annals of Dyslexia, 75(1), 71-95. https://doi.org/10.1007/s11881-024-00315-w

Education:

Ph.D. in Reading Education, University of Virginia, 2024