Dr. Lori Pierce

Dedicated educator with proven success in leading high-performing teaching teams. Demonstrated ability to enhance student test scores across multiple school districts. Expertise in teacher training, educational leadership, and curriculum development, particularly in literacy. Committed to fostering inclusive learning environments through effective communication and data-driven strategies.

LETRS Certification, Science of Reading, 2024

Superintendent License, BGSU, 2023

Principal License, Ashland University, 2010

Vocabulary, Comprehension and Writing Instruction in the Content Area

This course is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skills that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced. Teacher candidates design instruction utilizing a variety of media (both visual and written), fiction, nonfiction, and incorporate writing for authentic purposes.

Phonics, Fluency and Word Study
This course examines phonics and a systematic approach to its teaching, assessment, and intervention. From a base of language development, the course will examine phonics, structural/morphemic analysis, and other word recognition strategies as tools for reading fluency. Teaching dyslexic learners and the Common Core State Standards for English language arts and for literacy in the content areas will be taught. Additionally, word study and spelling across the curriculum will be addressed.

Literacy for Young Learners

This course examines literacy development from pre-kindergarten through the primary grades. From theoretical perspectives to developmentally appropriate materials, instructional approaches and strategies for teaching all young learners are explored.

Literacy Across the Early Childhood Curriculum

This course examines developing oral and written language abilities in young children through age-appropriate, integrated curriculum. Approaches, teaching strategies, and resources for language learning through reading, writing, speaking, listening, viewing and visual representation are covered.

Literacy Assessment in the Early Childhood Classroom

This course is an investigation of the role of classroom assessment in instructional decision-making and student learning. It provides an in-depth study of various formal and informal literacy assessment tools that are appropriate to use in early childhood classrooms.

• School of Honor, Fremont City Schools

This honorable award highlights schools for marked improvement in achievement.

• Blue Ribbon School, Mansfield City Schools

This prestigious recognition highlights schools that excel in academic performance or make significant strides in closing achievement gaps among different student groups.

Doctor of Philosophy, University of Toledo, Curriculum and Instruction

"Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders"

Abstract

This study examined the effectiveness of repeated readings in four second-grade classrooms in two urban elementary schools in Northwest Ohio. As determined by the Ohio Department of Education, 75% of the students in each building must score at or above the proficient level. For the 2008-2009 school year Building A, a school within one of Ohio’s urban settings, had a passage rate of 65.7% and Building-B, in the same district, had a lower passage rate of 58.1%. To evaluate the effectiveness of the 10-week repeated reading session of poetry and prose the following research questions were addressed: (a) What is the effect of repeated readings of poetry versus repeated reading of narrative passages on fluency (Words Correct Per Minute) over a 10-week intervention?(b) What is the effect of repeated readings of poetry versus repeated reading of narrative passages on fluency (prosody) over a 10-week intervention? (c)What is the effect of repeated readings of poetry versus repeated reading of narrative passages on reading comprehension over a 10-week intervention? (d)What is the effect of repeated reading of poetry on students’ attitudes toward reading as compared to the repeated readings of narrative passages?

Mixed methods design was selected for this study due to both quantitative and qualitative methods of data collection. The quantitative data represents the scores on the pre- and post-tests of Words Correct Per Minute, retelling rubric, Elementary Reading Attitude Survey, and prosody rubric. The qualitative data within the study consisted of student questionnaires, student interviews, and teacher journals following the 10-week repeated readings project.