Dr. Elizabeth (Betsy) Kaye

Elizabeth Kaye, Ph.D.

Lecturer
Department of Reading & Reading Recovery Trainer

Professional Preparation

Ph.D.  2002  Reading Education, Texas Woman’s University, Denton, TX 

M.A.  1992  Reading Education, Texas Woman’s University, Denton, TX

B.A.  1984  Elementary Education/Special Education, Trinity University, San Antonio, TX

Professional Experience

• Lecturer and Reading Recovery Trainer, Department of Reading, Texas Woman’s University
• Teacher, J. Erik Jonsson Community School
• Teacher, Richardson Independent School District

Teaching

• Undergraduate: ERDB 4383 Phonological and Orthographic Principles in Reading
• Masters: READ 5443 Literacy: Assessment and Instruction, ERDB 5903.03 Advanced Institute for Trained Reading Recovery Teachers, READ 5903.02 Reading Recovery: Advanced Observation, Analysis and Teaching
• Doctoral: READ 6513 Observing and Responding to Young Readers, READ 6523 Early Literacy Intervention, READ 6543 Theoretical Foundations: Early Literacy and Early Intervention, READ 6663 Practicum: Early Intervention in Reading, READ 6903 Theoretical Foundations of Early Intervention in Reading, READ 6673 Theoretical Foundations in Language and Literacy
• Organize, supervise, and support field based experiences for Reading Recovery teacher leader trainees in conjunction with TWU trainer team, local school districts, and existing teacher leader network.
• Conduct 8-10 days of advanced professional development for Reading Recovery teacher leaders annually.

Scholarship

• Kaye, E.L. (2008). Taking words a-part, ap-art, apar-t while reading. Journal of Reading Recovery, 8(1), 5-15.
• Kaye, E.L., Simpson, A., Rodriguez, C., & Narala, K., Mills, L., Anderson, N., & Rodriguez, Y. (2008). Reading Recovery and Descubriendo la Lectura in Texas 2007-2008 Texas Woman’s University executive summary. Denton, TX: College of Professional Education. Texas Woman’s University.
• Kaye, E. L. (2006). Second graders’ reading behaviors: A study of variety, complexity, and change. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 10(2), 51-75.
• Askew, B. J., Kaye, E. L., Frasier, D. F., Mobasher, M., Anderson, N., & Rodriguez, Y. G. (2003). Making a case for prevention in education. In S. Forbes & C. Briggs (Eds.), Research in Reading Recovery, Vol. 2. Portsmouth, NH: Heinemann.
• Askew, B. J., Kaye, E. L., Frasier, D. F., Mobasher, M., Anderson, N., & Rodriguez, Y. G. (2002). Making a Case for Prevention in Education. Literacy Teaching and Learning: An International Journal of Early Literacy, 6, 43-73.
• Van Dyke, J., Huggins, I., Kaye, B. McBane, L., & Slinger, C. (2009). Sensitive observation of reading behavior running record professional learning package part two: Analysis of running records of text reading. Columbus, OH: Reading Recovery Council of North America.
• Van Dyke, J., Kaye, B. McBane, L., & Slinger, C. (in press). Sensitive observation of reading behavior running record professional learning package part three: Using running records to make teaching decisions. Columbus, OH: Reading Recovery Council of North America.
• Dr. Kaye has also made more than 50 presentations at national, state, and regional conferences.

Service

• Reading Recovery Council of North America, Trainer Representative to the Board of Directors 
• Reading Recovery North American Trainers Group, Executive Committee 
• Editorial Review Board for Literacy, Teaching and Learning: An International Journal of Early Reading and Writing 
• Editorial Review Board for The Journal of Reading Recovery 
• International Reading Recovery Trainers Organization
• Serves on various college and department committees