Joanne Carlisle

Professor Emerita

Joanne  Carlisle, School of Education

Joanne F. Carlisle earned her BA in English from Vassar College and a PhD in special education (learning disabilities) from the University of Connecticut. Prior to joining the Michigan faculty in 2000, she spent 13 years on the faculty of Northwestern University in the Department of Communication Sciences and Disorders. At the School of Education, she teaches courses in language development, reading acquisition, and differentiating instruction in reading. She serves on the editorial boards of a number of other professional journals, including Reading Research Quarterly, Learning Disabilities Research and Practice, Reading and Writing: An Interdisciplinary Journal, and Journal of Learning Disabilities.

Carlisle’s research interest focuses on the relation of language and literacy development with a special interest in children for whom language and literacy acquisition presents unusual challenges. In recent years, her research projects have focused on effective teaching of reading in the early elementary years, including three funded by the Institute of Education Sciences: a study of models of professional development for teachers of reading, a study of assessment of teachers’ knowledge about reading (with Brian Rowan), and development of an interactive web-based program to provide opportunities for teachers to gain experience analyzing the effectiveness of early reading instruction, called Case Studies in Reading Lessons. She was responsible responsible for the evaluation of the Reading First program in Michigan.


Selected Publications

Carlisle, J. F. (2010). An integrative review of the effects of instruction in morphological awareness on literacy achievement. Reading Research Quarterly, 45(4), 464-487.

Carlisle, J.F., Cortina, K.S., & Katz, L.A. (2011).  First-grade teachers’ response to three models of professional development in reading.  Reading and Writing Quarterly, 27 (3), 212-238.

Carlisle, J. F., Kelcey, B., Berebitsky, D., & Phelps, G. (2011). Embracing the complexity of instruction:  A study of effects of teachers’ instruction on students’ reading comprehension.  Scientific Studies of Reading, 15, 409-439.

Carlisle, J. F., Kelcey, B., Rowan, B., & Phelps, G. (2011).  Teachers’ knowledge about early reading:  Effects on students’ gains in reading achievement.  Journal of Research on Educational Effectiveness,4, 289-321.

Duke, N., & Carlisle, J. F. (2011).  Comprehension development.  In M. L. Kamil, P. D. Pearson, P. A. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, Vol.  4 (pp. 199-228).  NY: Routledge.


Research Affiliations


1/11/2011 - 10/31/2011 Description of Reading Instruction Study
Granting Agency: Spencer Foundation

2/1/2002 - 12/30/2010 Evaluation of Reading First in Michigan
Granting Agency: Michigan Department of Education Grant

9/1/2008 - 8/31/2010 Development of an Interactive, Multimedia Assessment of Teachers' Knowledge of Early Reading
Granting Agency: U.S. Department of Education/Institute of Education Sciences

2/1/2003 - 1/1/2008 Components of Effective Professional Development in Reading for First-Grade Teachers and Their Students
Granting Agency: U.S. Department of Education/Institute of Education Sciences


Room 3210 C
Mailbox 4215/4218

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