The Curry School Foundation congratulates associate professor Paige Pullen on being named 2010 Curry School Outstanding Professor.
Pullen was selected for this honor by the Curry School Foundation Honors and Awards Committee, based on her nomination by a current student and supporting letters from Curry faculty colleagues.
Pullen joined the Curry School faculty in 2001. She is a scholar in the areas of prevention of early reading problems and effective reading interventions for students with reading disabilities. She teaches the introductory course, Exceptional Learners, designed for the approximately 100 students in the Curry School teacher education program who are not special education majors. She also teaches a core course in reading development to prepare students in the diagnosis and instruction of reading.
She has co-authored a number of books on literacy and exceptional learners, including most recently Teaching Students with Learning Problems, now in its 8th edition, with Cecil D. Mercer and Ann R. Mercer. Pullen received the Seven Society Teaching Award in 2003. She becomes the editor of the journal Exceptionality in fall 2010. She is former president of the Virginia Council for Exceptional Children, and the coordinator of the Curry School’s special education teacher education program.
A former teacher, Pullen received a master of education degree in elementary education in 1990 and a doctor of philosophy degree in special education in 2000, both from the University of Florida.
Pullen will be honored at the Curry Foundation fall celebration dinner in September.
Recent publications by Pullen:
Pullen, P. C., Tuckwiller, E. D., Maynard, K., Konold, T. R., & Coyne, M. (2010). A response to intervention model for vocabulary instruction: The effects of tiered instruction for students at risk for reading disability. Learning Disabilities Research and Practice, 25, 110-122.
Tuckwiller, E. D., Pullen, P.C., & Coyne, M. (in press). An investigation of at-risk kindergarten students’ response to a two-tiered vocabulary intervention: A regression discontinuity design. Learning Disabilities Research and Practice.
Loftus, S., Coyne, M., McCoach, B., Zirpoli, R., Pullen, P. C. (in press). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at-risk for language and literacy difficulties. Learning Disabilities Research and Practice.
Maynard, K. L., & Pullen, P. C., & Coyne, M. (2010). Teaching vocabulary to first grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49, 209-242.
