Colby Hall

Biographic Data

ID	4420455
NAME	Colby Hall
GIVEN NAMES	Colby
FAMILY NAME	Hall
SIGNATURE	HALL C
AFFILIATIONS	University of Virginia
ORCID	0000-0002-0779-1322
VERIFIED	Yes
TOTAL WORKS	13
TOTAL CITATIONS	0
WORKS AS AUTHOR	13
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2022
LATEST PUBLICATION YEAR	2026
H-INDEX	0

Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
Open AccessColby Hall, Emily J Solari et al.ARTICLEReading and Writing2026
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Examining the effects of Tier 1 small-group reading instruction on early-elementary students’ reading outcomes
Open AccessKatlynn Dahl‐leonard, Katlynn Dahl-Leonard et al.ARTICLEReading and Writing2026
Using latent profiles to evaluate response to a language-based intervention
Open AccessPhilip Capin, Laura Mesite et al.ARTICLEAnnals of Dyslexia2026
Elementary educator self-efficacy and knowledge to teach reading
Katlynn Dahl‐leonard, Colby Hall et al.ARTICLETeachers and Teaching2025
The present study aimed to better understand teacher self-efficacy for teaching students with or at risk for reading difficulties and its relation to teacher knowledge to teach reading (i.e. the extent to which self-efficacy predicts knowledge). We developed and administered surveys to 313 elementary-grade teachers. They rated their self-efficacy for providing reading instruction to students with or at risk for reading difficulties as moderately …
Content analysis of state-level review materials for K-2 core literacy curricula
Open AccessAlisha Demchak, Katlynn Dahl‐leonard et al.ARTICLEAnnals of Dyslexia2025
Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula th…
Literacy legislation in practice
Open AccessTimothy N Odegard, Colby Hall et al.ARTICLEAnnals of Dyslexia2025
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEEarly Childhood Research Quarterly2025References: 3
A meta-analysis of technology-delivered literacy instruction for elementary students
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEEducational Technology Research…2024
Technology to support student learning has become increasingly prevalent in schools and homes during the last few decades. Several recent reviews have examined aspects of technology-based literacy instruction, but they have not focused on the full array of literacy skills that can be addressed during technology-delivered instruction for elementary students, nor have they utilized meta-analytic methods to rigorously examine effects of such instruc…
Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2024
This study examined six reading intervention teachers’ implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers’ implement…
Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties
Katlynn Dahl‐leonard, Michael P Mesa et al.ARTICLETeachers and Teaching2023
Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to do so. The purpose of this study was to explore kindergarten teachers’ self-efficacy beliefs related…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2023
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEReading Research Quarterly2023
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Language and reading comprehension for students with dyslexia
Open AccessElizabeth A Stevens, Colby Hall et al.ARTICLEAnnals of Dyslexia2022

Language and reading comprehension for students with dyslexia
Open AccessElizabeth A Stevens, Colby Hall et al.ARTICLEAnnals of Dyslexia2022
Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties
Katlynn Dahl‐leonard, Michael P Mesa et al.ARTICLETeachers and Teaching2023
Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to do so. The purpose of this study was to explore kindergarten teachers’ self-efficacy beliefs related…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2023
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEReading Research Quarterly2023
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
A meta-analysis of technology-delivered literacy instruction for elementary students
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEEducational Technology Research…2024
Technology to support student learning has become increasingly prevalent in schools and homes during the last few decades. Several recent reviews have examined aspects of technology-based literacy instruction, but they have not focused on the full array of literacy skills that can be addressed during technology-delivered instruction for elementary students, nor have they utilized meta-analytic methods to rigorously examine effects of such instruc…
Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2024
This study examined six reading intervention teachers’ implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers’ implement…
Elementary educator self-efficacy and knowledge to teach reading
Katlynn Dahl‐leonard, Colby Hall et al.ARTICLETeachers and Teaching2025
The present study aimed to better understand teacher self-efficacy for teaching students with or at risk for reading difficulties and its relation to teacher knowledge to teach reading (i.e. the extent to which self-efficacy predicts knowledge). We developed and administered surveys to 313 elementary-grade teachers. They rated their self-efficacy for providing reading instruction to students with or at risk for reading difficulties as moderately …
Content analysis of state-level review materials for K-2 core literacy curricula
Open AccessAlisha Demchak, Katlynn Dahl‐leonard et al.ARTICLEAnnals of Dyslexia2025
Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula th…
Literacy legislation in practice
Open AccessTimothy N Odegard, Colby Hall et al.ARTICLEAnnals of Dyslexia2025
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEEarly Childhood Research Quarterly2025References: 3
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
Open AccessColby Hall, Emily J Solari et al.ARTICLEReading and Writing2026
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Examining the effects of Tier 1 small-group reading instruction on early-elementary students’ reading outcomes
Open AccessKatlynn Dahl‐leonard, Katlynn Dahl-Leonard et al.ARTICLEReading and Writing2026
Using latent profiles to evaluate response to a language-based intervention
Open AccessPhilip Capin, Laura Mesite et al.ARTICLEAnnals of Dyslexia2026