Tess Dussling Assistant Professor of Education



Ph.D. Syracuse University
M.S. Florida International University
B.S. University of Miami


Areas of Expertise:

Literacy education, Early literacy interventions, Instructional approaches for helping struggling literacy learners , English language learners, Teacher preparation, Working with culturally and linguistically diverse students


Courses I Teach:

ED 335 Literacy in Pk-6 Classrooms
GED 558 Educator as Researcher


Recent Publications:

Dussling, T. M. (2018). Examining the effectiveness of a supplemental reading intervention on the early literacy skills of English language learners. Literacy Research and Instruction, 57, 276-284.

Dussling, T. M. (2018). Scenarios and suggestions: Literacy instruction for English language learners. In E. T. Ortlieb & E. H. Cheek (Eds.) Addressing Diversity in Literacy Instruction. Bingley, UK: Emerald Group.

Dodge, A. M., Dussling, T. M., & Beach, J. D. (2017). Development and deployment of distance delivery degrees: A collegial conversation. Distance Learning, 14, 43-50.

Dussling, T. M. (2016). Helping English language learners develop literacy skills and succeed academically. In K. A. Munger (Ed.), Steps to success: Crossing the bridge between literacy research and practice. State University of New York: Open SUNY Textbooks.


Recent Conference Presentations:

Dussling, T. M. (2018, November). Examining English Language Learners’ and Native English-Speakers’ Spelling Growth after Supplemental Instruction. Paper session presented at Literacy Research Association Conference, Indian Wells, California.

Dussling, T. M. (2017, October). Code-oriented instruction and early literacy skills growth for English language learners. Presentation presented to the Reading League Conference, Cazenovia, New York.

Dussling, T. M. (2017, July). An introduction to non-overlap methods as a way to demonstrate student reading growth. Session presented to the International Literacy Association Annual Conference, Orlando, Florida.

Dussling, T. M., Blachman, B. A., & Schatschneider, C. (2016, July). The role of grade 1-2 vocabulary in explaining academic outcomes in young adults. Interactive paper presented to the Society for the Scientific Study of Reading 23rd Annual Meeting, Porto, Portugal.

Han, M., Cassano, C., Dussling, T. M., Frederick, A. R., Hammer, C. S., Helman, L. . ., Wessels, S. (2014, May). Innovative practices and research promoting language and literacy development of young English language learners. Session presented to the International Reading Association 54th Annual Conference, New Orleans, Louisiana.

Dussling, T. M. (2014, May). The impact of a phonological awareness intervention on the early literacy skills of young English language learners: Practical suggestions for educators. Session presented to the International Reading Association 54th Annual Conference, New Orleans, Louisiana.