Assistant Professor, Special Education
College of Education
AREAS OF EXPERTISE
- Students with and at-risk for learning disabilities
- Literacy
- Data-based decision making
EDUCATION
- PhD, Special Education, The University of Texas at Austin
- MEd, Curriculum and Instruction in Literacy, American University
- BA, Sociology, University of Maryland
RECENT PUBLICATIONS
Filderman, M. J. & Austin, C. R. (2024). I wrote well today: Practical progress monitoring approaches for teachers of students with emotional and behavioral disorders. Beyond Behavior.
Filderman, M. J. & Gesel, S. (2022). Data teams: A collaborative approach to intensifying intervention using student data. TEACHING Exceptional Children.
Filderman, M. J., & Barnard-Brak, L. (2022). Comparing slope stability and validity for general outcome and specific subskill mastery measurement. Journal of Applied School Psychology, 39(1), 71-90.
Filderman, M. J., Barnard-Brak, L., & Benner, G. J. (2022). Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial. Social Psychology of Education, 25(6), 1437-1458.
Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2021). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163-184.
Filderman, M. J., Toste, J. R., Didion, L., & Peng, P. (2021). Data literacy training for K–12 teachers: A meta-analysis of the effects on teacher outcomes. Remedial and Special Education, 43(5), 328-343.
Filderman, M. J., & Toste, J. R. (2021). Effects of varying levels of data use to intensify a multisyllabic word reading intervention for upper elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 393-407.
Filderman, M. J., Toste, J. R., Didion, L., Peng, P., & Clemens, N. (2018). Data-based decision making in reading interventions: A synthesis and meta-analysis of the effects for struggling readers. Journal of Special Education, 52(3), 174–187.
PROJECTS
Spencer Foundation, Investigation of the Intensification of a Comprehension Intervention Using Student Data
HONORS
- 2020 Council for Exceptional Children Division for Learning Disabilities Outstanding Dissertation Award
BIOGRAPHY
Marissa J. Filderman, PhD is an Assistant Professor in the Department of Special Education at the University of Alabama. Dr. Filderman previously taught elementary special education, where she worked with students with mild to moderate disabilities in inclusive and resource settings. She obtained her doctorate at the University of Texas at Austin, where her dissertation focused on the use of data to support a multisyllabic reading intervention.
Her research focuses on intensive reading interventions for students with or at risk for reading difficulties, as well as supporting teacher implementation of these interventions. Her research is published in special education journals such as Exceptional Children and Remedial and Special Education, and she has published practitioner-oriented articles in journals such as TEACHING Exceptional Children and Intervention in School and Clinic. She is an Associate Editor of Assessment for Effective Intervention, and recently co-edited the Fall 2023 Literacy Today special issue on dyslexia.