Access My Studies

My name is Tiffany Peltier.

I study teacher training in reading instruction, intervention, and reading disabilities.

I have over 12 years of experience in the education field, serving as an elementary teacher in three different states, acting as an literacy coach for elementary teachers in three high-needs schools, and teaching undergraduate coursework within special education, learning sciences, and reading at Texas A&M and the University of Oklahoma.

I also provide professional learning for various schools and districts around early reading instruction and learning disabilities, have developed and facilitated Dyslexia Awareness training for a state department of education, and have contracted as a National LETRS trainer.

With expertise in reading instruction and assessment, special education, learning science, teacher training, dyslexia, and other learning disabilities, I have publications in a wide range of research and practitioner journals.

I strive to continually disseminate research findings through this blog and other social media platforms, drawing from a vast body of expertise and research to identify common misconceptions and promote high-impact practices to accelerate teacher, administrator, and student learning.

Publications

I know it is difficult for teachers and other stakeholder to access research journals. Because of this, I am making papers I have published in the past available here, if allowed by the journal. If you would like access to one I have authored you do not see listed here, please use the contact me form and I will get it to you.

The following are open access versions of articles I have authored that are currently in print.

Translating the Science of Reading Screening into Practice: Policies and Their Implications Special issue on the Science of Reading Screening for the International Dyslexia Association’s Practitioner Journal, Perspectives on Language and Literacy. Author team: Barnes, Z. and Peltier, T. (2022).

What do teachers know about dyslexia? It’s complicated! Special issue on teacher knowledge in Reading & Writing: An Interdisciplinary Journal. Author team: Peltier, T., Washburn, E.K., Heddy, B., & Binks-Cantrell, E. (2022).

Measuring special education preservice teachers’ knowledge, reflective ability, and tutored student outcomes on foundational literacy skills. Insights into Learning Disabilities, 17(1), 1-33. Author team: Peltier, T. K., Washburn, E. K., Pulos, J. M., & Peltier, C. (2020).

Using conceptual change theory to help preservice teachers understand dyslexia. Annals of Dyslexia, 70, 62–78. Author team: Peltier, T. K., Heddy, B. C., & Peltier, C. (2020).

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