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;
• 2019 Steven A. Stahl Research Grant; International Literacy Association; 2019-10-12;

• Strong, J. Z., & Anderson, B. E. (2023). Effects of a summer reading intervention on reading attitudes and achievement in grades K-5. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2023.2266807
• 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. (2024). Vocabulary talk moves: Using language to promote word learning. The Reading Teacher, 77(4), 439-452. https://doi.org/10.1002/trtr.2263

• Cervetti, G., Fitzgerald, M., Wright, T. S., Anderson, B. E. (2023, December). Reading and learning from conceptually connected reading. In T. Johnston (Chair), Conceptually connected reading: Supporting knowledge and vocabulary. Paper session conducted at the Literacy Research Association 73rd Annual Conference, Atlanta, GA.;
• Strong, J. Z., & Anderson, B. E. (2023, December). Differentiated reading instruction project in urban elementary schools. In C. Hattan (Chair), Building a collaborative literacy research architecture through meaningful research-practice partnerships. Alternative format session conducted at the Literacy Research Association 73rd Annual Conference, Atlanta, GA.;
• Strong, J. Z., & Anderson, B. E. (2023, December). Effects of a summer tutoring program on elementary students’ word recognition, oral reading fluency, and silent reading comprehension. In B. E. Anderson (Chair), Reading instruction in the elementary grades: Leveraging and expanding the research architecture. Symposium conducted at the Literacy Research Association 73rd Annual Conference, Atlanta, GA.;
• Strong, J., Anderson, B. E., & Tortorelli, L. S. (2023, July). Effects of a summer tutoring program on reading skills in elementary grades. In E. Washburn (Chair), Bridging instructional opportunity gaps in reading and literacy through out-of-school instruction. Symposium conducted at the Society for the Scientific Study of Reading 30th Annual Meeting, Port Douglas, Australia.;
• Tortorelli, L. S., Strong, J. Z., & Anderson, B. E. (2023, December). The Read STOP Write project: Embedding multisyllabic decoding and vocabulary instruction in an informational text intervention. In A. Frederick, A. C. Ittner, & D. R. Townsend (Chairs), Word Study: Phonics, Vocabulary, and Spelling Study Group. Study group session conducted at the Literacy Research Association 73rd Annual Conference, Atlanta, GA.;

• Member of Editorial Review Board for Journal of Literacy Research
  01/01/2024-12/31/2025
• Member of Editorial Review Board for The Elementary School Journal
  01/01/2024-12/31/2024

• 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
  05/03/2022-06/17/2025
• 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