Blythe E. Anderson

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, specializing in Language and Literacy Education. A former first-grade teacher and district literacy coordinator, her research focuses on instructional practices, professional development, and curriculum that promote oral language and vocabulary development. Specifically, she’s interested in generative approaches to vocabulary instruction that promote 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;

• 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

• 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.;
• Anderson, B. E., Wright, T. S., Gotwals, A. W. (2020). Investigating online professional development to support science talk in early-elementary classrooms. Symposium presented at the Literacy Research Association Annual Conference. (Virtual Conference).;
• Anderson, B. E., Wright, T. S., Gotwals, A. W. (2021). Curricular features related to enhanced vocabulary talk in science: An instrumental case study. Poster session presented at the American Educational Research Association Annual Meeting. (Virtual Conference).;
• Gotwals, A. W., Wright, T. S., Domke, L. & Anderson, B. E. (2020). Learning to support rich science talk: K–2 teachers' engagement with talk-based professional development. Symposium accepted for presentation at the American Educational Research Association Annual Meeting, San Francisco, CA. (Conference Canceled);

• Investigating the Impact and Recovery from COVID-19 on Reading Achievement in Urban Elementary Schools; Local; GSE; Awarded; (05/27/2021-05/27/2021)