Blythe E. Anderson (she/her)

Blythe E. Anderson is an Assistant Professor of Literacy Education in the Department of Learning and Instruction in the Graduate School of Education at the University at Buffalo. Dr. Anderson earned her PhD in Curriculum, Instruction, and Teacher Education from Michigan State University, with a specialization in Language and Literacy Education. A former first-grade teacher and district literacy coordinator, her research investigates instructional practices that promote the development of vocabulary knowledge and foundational skills for beginning readers and those experiencing reading difficulties.

• PhD, Michigan State University, Curriculum, Instruction, & Teacher Education; Specialization: Language and Literacy Education (2020)
• Graduate Certificate, Minnesota State University-Mankato, K-12 Reading Teacher (2013)
• MS, Winona State University, K-12 Education (2010)
• BA, Wartburg College, Elementary Education, Early Childhood Education, Reading Education (2009)

• Reading Hall of Fame Emerging Scholars Fellow; Literacy Research Association; 2021-12-02;
• 2021 Timothy & Cynthia Shanahan Outstanding Dissertation Award Finalist; International Literacy Association; 2021-07-01;
• 2019 Steven A. Stahl Research Grant; International Literacy Association; 2019-10-12;

• Anderson, B. E. & Strong, J. Z. (2026). Effects of a summer tutoring program on foundational skills and reading comprehension in grades K-5. Reading & Writing Quarterly, 42(3), 253-268. https://doi.org/10.1080/10573569.2025.2587640
• Strong, J. Z., Tortorelli, L. S., Anderson, B. E., & Cho, E., (2026). Development of a multicomponent reading intervention in upper-elementary grades: Findings from a design experiment. Reading Psychology, 47(1), 26-61. https://doi.org/10.1080/02702711.2025.2526464
• Anderson, B. E., Wright, T. S., Gotwals, A. W. (2025). Promoting vocabulary development in science instruction: A kindergarten teacher’s use and adaptation of curricular materials. The Elementary School Journal, 126(1), 107-137. https://doi.org/10.1086/736602
• Gotwals, A. W., Wright, T. S., Pikus, A., Anderson, B. E., & Domke, L. (2025). Supporting science talk from the start of school: Development of a formative observation tool. The Elementary School Journal, 125(3), 468-489. https://doi.org/10.1086/734340
• Strong, J. Z., Tortorelli, L. S., & Anderson, B. E. (2025). Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention. Journal of Adolescent & Adult Literacy, 68(4), 339-352. https://doi.org/10.1002/jaal.1389

• Bender, M., *Fronczak, D., Strong, J. Z., & Anderson, B. E., (2025, December). Effects of a summer tutoring program on foundational skills, vocabulary, and comprehension in grades K-5. In L. Bruner (Chair), Not just a book: Leveraging read-alouds to strengthen literacy and language skills. Symposium conducted at the Literacy Research Association 75th Annual Conference, Las Vegas, NV.;
• Strong, J. Z., Tortorelli, L. S., Anderson, B. E., & Cho, E. (2026, April). Effects of a multicomponent intervention in upper-elementary grades: Findings from a quasiexperiment and conceptual replication. Paper presented at the 2026 American Educational Research Association Annual Meeting, Los Angeles, CA.;
• Strong, J. Z., Tortorelli, L. S., Cho, E., Anderson, B. E., *Edlefson, A., & *Fronczak, D. (2025, December). Read STOP Write: Integrating foundational skills and comprehension to improve reading achievement in grades four and five. In B. E. Anderson (Chair), Cultivating reading success for older readers: Research on upper-elementary and middle school literacy interventions. Symposium conducted at the Literacy Research Association 75th Annual Conference, Las Vegas, NV.;
• Anderson, B. E. Strong, J. Z., Fronczak, D., & Walpole, S. (2024, July). Effects of a summer tutoring program on word reading and vocabulary in primary grades. Spoken paper presented at the Society for the Scientific Study of Reading 31st Annual Meeting, Copenhagen, Denmark.;
• Tortorelli, L. S., Strong, J. Z., Anderson, B. E. (2024, July). Multisyllabic decoding achievement and relation to vocabulary in fourth and fifth grade. Poster session presented at the Society for the Scientific Study of Reading 31st Annual Meeting, Copenhagen, Denmark.;

• Member of Editorial Review Board for Journal of Literacy Research
  Jan 2024-present
• Member of Editorial Review Board for The Elementary School Journal
  Jan 2024-present

• Committee Member, Jeanne S. Chall Research Fellowship/ Helen M. Robinson Grant/ Steven A. Stahl Research Grant/ Elva Knight Research Grant Committee, International Literacy Association (ILA)
  Mar 2023-May 2024
• Board Member and Social Media Chair for Niagara Frontier Reading Association
  May 2022-Jun 2026
• Program Chair (Elect/Chair/Advisor) for Vocabulary Special Interest Group (SIG #133) of the American Educational Research Association (AERA)
  Apr 2021-May 2024