Department of Teaching & Learning

Miriam Ortiz

Miriam Ortiz

Clinical Assistant Professor



Ph.D., Southern Methodist University
6401 Airline Rd
Suite 301
Dallas, 75205
214-768-8466
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Miriam Ortiz received her Ph.D. in Education and Human Development from Southern Methodist University in 2017 with a focus on Special Education and Response to Intervention.  Prior to completing her Ph.D. Miriam worked in Tallahassee, Florida as a K-12 teacher for students with severe behavior and emotional disabilities.  Miriam has worked closely with the researchers at SMU and across the country to improve the reading skills and achievement of struggling students and students with disabilities.  Miriam currently works as a Clinical Assistant Professor at SMU in the Department of Teaching and Learning teaching courses in the Early Literacy Scholars Program, the Special Education Program, and the Doctoral Program.  Miriam is also the executive director for the Division for Learning Disabilities (TeachingLD.org) of the Council for Exceptional Children.  Miriam's research interests include improving academic outcomes for children with or at-risk for disabilities, teacher training and professional development, as well as assisting struggling readers of all ages using the response to intervention model.  Miriam has been co-author on several peer-reviewed journal articles and book chapters on the topic of reading instruction for students with varying disabilities.

Selected Publications

Allor, J. H., Kearns, D., Ortiz, M., & Conner, C. (in review). An examination of the text characteristics of an early reading book series: Providing intensive practice with connected text. In M. Tankersley, B. G. Cook, & T. J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 31), Bingley, UK: Emerald.

Allor, J. H., Yovanoff, P., Al Otaiba, S., Ortiz, M., & Conner, C. (in review). Evidence for a literacy intervention for students with intellectual and developmental disabilities.

Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M., & Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities, 123(5), 474-494.

Ciullo, S., Ortiz, M., Al Otaiba, S., & Lane, K. L. (2016) Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders. Journal of Disability Policy Studies, 27(1), 54-64.

Ritchey, K. D., McMaster, K. L., Al Otaiba, S., Puranik, C. S., Kim, Y. S., Parker, D. C., & Ortiz, M. (2016). Indicators of Fluent Writing in Beginning Writers. In K. D. Cummings & Y. Petscher (Eds.), The fluency construct: Curriculum-Based Measurement concepts and applications. New York, NY: Springer.

Allor, J. H., Al Otaiba, S., Folsom, J., & Ortiz, M. (2014). Comprehensive Beginning Reading. D. M. Browder, & F. Spooner (Eds.), MORE Language Arts, Math, and Science for Students with Severe Disabilities. Baltimore, MD: Brookes.

 

Al Otaiba, S., Allor, J. H., Ortiz, M., Greulich, L., Wanzek, J., & Torgesen, J. (2014). Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient? M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York, NY: Springer.

 

Baker, D.L., Al Otaiba, S., Ortiz, M., Correa, V., & Cole, R. (2014). Vocabulary development and intervention for English Language Learners in the early grades. In J. Benson (Ed.), Advances in Child Development and Behavior, vol. 46, San Diego, CA: Elsevier.

 

Greulich, L. Al Otaiba, S., Schatschneider,C., Wanzek, J., Ortiz, M., & Wagner, R.K. (2014). Understanding inadequate response to first grade multi-tier intervention: Nomothetic and idiographic perspectives. Learning Disability Quarterly, 37, 204-217. Doi:10.1177/0731948714526999

Ortiz, M., Al Otaiba, S., Folsom, J. S., Connor, C. M., Greulich, L. & Thomas-Tate, S. (2012). The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities 45(5) 406 – 417.

Presentations

Allor, J., Kearns, D., Ortiz, M., Connor, C. (January 2019). Improving the “Text-Diet” for Early and Struggling Readers: Selecting and Adapting Text. Presented at the annual convention for the Council for Exceptional Children, Indianapolis, IN.

Allor, J. H., Al Otaiba, S., Ortiz, M., & Conner, C. (February, 2018). Promising evidence for a text-centered literacy curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, Tampa, FL.

Allor, J. H., Al Otaiba, S., Ortiz, M., Conner, C., & Baker, K. (February, 2018). Addressing foundational reading skills using a text-centered curriculum for students with disabilities. Annual Council for Exceptional Children Convention, Tampa, FL.

Conner, C., & Ortiz, M., (February, 2018). The Effectiveness of a Text-Centered Literacy Curriculum for Struggling Readers. Texas Association for Literacy Education’s Annual Conference, Amarillo, TX.

Allor, J. H., Al Otaiba, S., Ortiz, M., Yovanoff, P., Conner, C., & Baker, K. (April, 2017). The effectiveness of a text-centered literacy curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, Boston, MA.

Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. (February, 2017) Promising findings for a text-centered literacy curriculum for students with intellectual disability. Pacific Coast Research Conference, San Diego, CA.

Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. (April, 2016) The effects of a text-centered supplemental curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, St. Louis, MO.

Allor, J. H., Al Otaiba, S., Yovanoff, P., Cheatham, J., Gifford, D., Levy, D., Ortiz, M., Sandoval, A. & Jones, F. (July, 2015). The Effects of a Text-Centered Supplemental Curriculum for Students with Intellectual Disabilities. Annual Meeting of the Society for the Scientific Study of Reading, Kona, HI.

Allor, J., Al Otaiba, S., Yovanoff, P., Roberts, K., &  Ortiz, M. (2013). Understanding child characteristics associated with Responsiveness to Literacy Instruction and intervention among students with Intellectual Disabilities. Paper presented at the Annual Pacific Coast Research Conference. San Diego, CA.

Allor, J., Al Otaiba, S., Yovanoff, P., Roberts, K., &  Ortiz, M. (2013). Understanding child characteristics associated with Responsiveness to Literacy Instruction and intervention among students with Intellectual Disabilities. Paper presented at the Annual CEC conference. San Antonio, TX.

Al Otaiba, S., Allor, J., Ortiz, M., Parker, A., Ciullo S., & Suey, T. (April, 2013). Integration and Collaboration to Support Struggling Readers including Readers with Disabilities. Invited pre-conference presentation for the International Reading Association, San Antonio, TX.

Ortiz, M. Predicting First-Grade Reading Outcomes of Culturally Diverse Students (April, 2012). Paper presented at the Annual Conference of the Council on Exceptional Children, Denver, CO.

Invited Local

Ortiz, M. Five Ways to Engage Students: Adapted from Walker, Hott, and Brigham 2012 (May, 2012). Presented at Pace Secondary School, May Faculty Meeting, Tallahassee, FL.

Ortiz, M. Working with Students who have Special Needs (January, 2017). Presented at Spanish House Spanish Immersion School Winter Professional Development, Dallas, TX.