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 and curricular materials that promote vocabulary development. Specifically, she’s interested in generative approaches to vocabulary instruction that build curiosity for and interest in words and support students with developing tools for independent word learning.

• 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;
• Dissertation Completion Fellowship; Michigan State University; 2020-01-06;
• 2019 Steven A. Stahl Research Grant; International Literacy Association; 2019-10-12;
• Curriculum, Instruction, and Teacher Education Summer Fellowship; Michigan State University; 2016-05-16;

• Anderson, B. E., Wright, T. S., Gotwals, A. W. (2023). Teachers’ vocabulary talk in early-elementary science instruction. Journal of Literacy Research, 55(1), 75-100. https://doi.org/10.1177/1086296X231163117
• Gotwals, A. W., Wright, T. S., Domke, L. M., Anderson, B. E. (2022). Science talk in elementary classrooms: A synthesis of literature. The Elementary School Journal, 122(4). doi: 10.1086/719410
• Symons, C., Anderson, B. E., & Ward, A. (2020). Teacher candidates’ perspectives on the value of a site-based methods course. The Teacher Educator, 1–24. doi: 10.1080/08878730.2020.1787569
• Anderson, B. E., & Gallagher, M. A. (2019). Responsive professional development for vocabulary instruction. Action in Teacher Education, 41(4), 361-378. doi: 10.1080/01626620.2019.1616632
• Gallagher, M. A., & Anderson, B. E. (2016). Get “all jazzed up” for vocabulary instruction: Strategies that engage. The Reading Teacher, 70(3), 273-282. doi: 10.1002/trtr.1498

• Strong, J. Z. & Anderson, B. E. (2022, July). Effects of a summer reading intervention on reading achievement in grades K-5. [Poster session]. Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA.;
• Strong, J. Z. Anderson, B. E., & Walpole, S. (2022, December). The promise of a small-group summer tutoring program on reading achievement. [Symposium]. Literacy Research Association Annual Conference, Phoenix, AZ.;
• Strong, J. Z., Tortorelli, L., & Anderson, B. E. (2023, April). Interrogating the impact and recovery from COVID-19 school interruptions on urban elementary students’ reading achievement. [Poster session]. American Educational Research Association Annual Meeting, Chicago, IL.;
• Anderson, B. E., Wright, T. S., Gotwals, A. W. (2021). Teachers’ vocabulary talk moves in early-elementary science instruction. [Paper session.] Literacy Research Association Annual Conference, Atlanta, GA.;
• Gotwals, A. W., Wright, T. S., Pikus, A. R., Anderson, B. E. (2022). Supporting science talk from the start of school: The development of a formative observation tool. [Paper session]. American Educational Research Association Annual Meeting, San Diego, CA.;

• Read STOP Write: Development of a multicomponent intervention in grades 4-5; Foundation and Research Organization; Advanced Education Research and Development Fund – Reading Reimagined; Awarded; (09/01/2022-06/30/2024)
• Investigating the Impact and Recovery from COVID-19 on Reading Achievement in Urban Elementary Schools; Local; GSE; Awarded; (05/27/2021-05/27/2021)

• Member of Editorial Review Board for The Reading Teacher (peer-reviewed journal)
  09/01/2020-09/01/2024

• 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)
  03/01/2023-05/30/2024
• Board Member and Social Media Chair for Niagara Frontier Reading Association
  05/03/2022-06/17/2024
• Program Chair (Elect/Chair/Advisor) for Vocabulary Special Interest Group (SIG #133) of the American Educational Research Association (AERA)
  04/09/2021-05/30/2024
• Newsletter Editor for Vocabulary Special Interest Group (SIG #133) of the American Educational Research Association (AERA)
  06/18/2018-05/27/2021