Clinical Assistant Professor
Ph.D., University of Texas at Austin
3101 University Blvd, Ste.345
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Caroline Ingle Kethley, Ph.D., has taught in the Annette Caldwell Simmons School of Education and Human Development at SMU since 2005, serving first as Project Coordinator for the IERI/Scale Up Project and Principal Investigator on the Foundations of Fluency Technology Project. She was an instructor in the Dyslexia Therapist Training Program at Hardin-Simmons University in Abilene, Texas before earning her Ph.D. in Special Education from The University of Texas at Austin in 2005. At The University of Texas, Dr. Kethley worked on a federally funded Model Demonstration Reading project at the Vaughn Gross Center for Reading and Language Arts. She also developed research-based reading instructional materials using a web-based course format with video anchored instruction.
Dr. Kethley's research interests include dyslexia and other reading disorders, implementing and sustaining the use of early reading interventions, teacher education and professional development, and intervention for middle school struggling readers. She has presented widely on evidence-based reading interventions and using multimedia anchored instruction to promote the use of reading interventions by pre-service and novice teachers. Dr. Kethley has served as President of the Texas Council for Learning Disabilities and the Research Committee of the Council for Learning Disabilities and is the current editor of Learning Disabilities Forum.
Bryant, B. R., Bryant, D. P., & Kethley, C. I. (2004). Reading assessment: Introduction to the special series. Assessment for Effective Intervention, 29(4), 3-12.
Bryant, B. R., Hammill, D. D., Bryant, D. P, McCray, A., & Kethley, C. I. (2004). Characteristic behaviors of students who have learning disabilities affecting reading. Assessment for Effective Instruction, 29(4), 39-46.
Kethley, C. I. (2005). Case studies of resource room reading instruction for middle school students with high-incidence disabilities. Unpublished Dissertation, The University of Texas at Austin.