Karen Wieland

Karen Wieland
School of Education
University of Pittsburgh
5114 Wesley W. Posvar Hall
Pittsburgh, PA 15260
PHONE: 412-648-7304
EMAIL: kwieland@pitt.edu

Full Time Faculty - Assistant Professor

Karen Wieland joined the faculty of the University of Pittsburgh’s School of Education in the fall of 2007. Karen is a certified reading specialist (grades K-12) with 16 years of high school teaching experience. She received her Ph.D. and her Ed. M. in reading education from the State University of New York at Buffalo under the advisement of Michael W. Kibby. As an undergraduate, Karen studied music and economics at The Catholic University of America. At the University at Buffalo, she served as an adjunct instructor within the graduate literacy education program, a graduate assistant and clinical supervisor in Center for Literacy and Reading Instruction, and as a research assistant on an interdisciplinary research project funded by the National Science Foundation entitled “Contextual Vocabulary Acquisition (CVA): from Algorithm to Curriculum.” Karen also taught reading diagnosis courses as an adjunct instructor at D'Youville college in Buffalo.

Karen’s dissertation research concerned the processes used by adolescent readers to learn new words and word meanings from multiple contexts. Her research interests include vocabulary acquisition and development as these relate to reading comprehension. She is also interested in reading diagnosis, diagnostic teaching, and content area literacy instruction.

School Affiliations

Department: Dean's Office
Department: Instruction and Learning - Assistant Professor
Program: Reading Education - Assistant Professor

Education

Ph.D., Reading Education, State University of New York at Buffalo, 5/9/2008
Ed.M., Reading Specialist, State University of New York at Buffalo, 6/1/2003
B. Music, Vocal Performance, The Catholic University of America, 5/15/1986

Recent Publications

Book Chapters

Kibby, M.W., Rapaport, W.A., Dechert, D.M, & Wieland, K.M. (in press). CSI: Contextual semantic investigation for word meaning. In L. Baines (Ed.) Multisensory learning. Alexandria, VA: Association for Supervision and Curriculum Development.

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Recent Course Instruction

Fall 2008 (2091)

Summer 2008 (2087)

Spring 2008 (2084)

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Recent Presentations

Using Diagnostic Teaching to Custom-Tailor Instruction for Struggling Early Elementary Readers/5th Annual Early Literacy Conference Sponsored by Beginning with Books and the University of Pittsburgh School of Education
For most students, a balanced, literature-based approach to reading instruction leads to reading and writing success. But there are usually a few students in every classroom who don’t thrive despite their teachers’ best efforts to engage them in class activities. This workshop will explain how to custom-tailor specific interventions for the struggling readers in early elementary classrooms using a powerful one-on-one approach called diagnostic teaching.

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