Berkowitz, Dr. Madeline

Applied Literacy Research Lab

About the Lab

The Applied Literacy Research Lab conducts school-based research on literacy instruction and intervention, with a focus on structured literacy approaches. Our work emphasizes rigorous evaluation methods embedded within typical school practices to produce findings that are directly useful to educators and schools.

Lab Members

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Research Focus and Current Projects
  • Spellography Efficacy Study: This grant-funded study, supported by the 95 Percent Group, examines the effectiveness of an intensive spelling program that teaches advanced phonology, orthography, and morphology to upper elementary students.
  • SLANT Program Evaluation: We partnered with a school district to use program evaluation methodology to evaluate the effectiveness of SLANT system on student outcomes in a resource-limited, rural community.
  • Structured Literacy for Transition Aged Students with Intellectual Disability: Academic progress is often deprioritized for students with intellectual disabilities, especially as they enter high school, with limited programming that is frequently narrow in scope. This project examines the effectiveness of a multi-component structured literacy program for high school students with moderate intellectual disabilities who have complex communication needs and use assistive technology.
  • Functional Literacy Assessment for Assistive Technology Useres: Published norm-referenced assessments often provide limited useful information for students with intellectual disabilities, while many criterion-referenced measures are designed for young children. This project aims to develop a literacy assessment for students with intellectual disabilities and complex communication needs who use assistive technology. The assessment will support responses via assistive technology and focus on literacy skills needed for employment, leisure, and daily living across a range of settings, including semi-independent and supported environments.
  • Illinois Curriculum Mapping Project: Illinois follows a local control model for state supervision of schools, giving districts considerable flexibility in choosing their curricula. The Illinois Curriculum Mapping Project leverages Freedom of Information Act requests to document the core literacy curricula used by over 800 schools across the state and monitors how curriculum choices changed in response to the Illinois Literacy and Justice for All Act.
Selected Publications and Presentations

Berkowitz, M., Marcotte, A. (submitted). Impact of virtual guided reading and explicit phonics in 1st grade: Examining the Effect of Initial Skill. Preventing School Failure: Alternative Education for children and Youth. 

Berkowitz, M., Cohen, B., Hammond, S., Handy, J., Ratliff, C., Sandell., V., Torres., J., & York, T. (2025). Spotlighting schools’ literacy journeys. Illinois Early Literacy Coalition.  

Berkowitz, M., Hall, C. & McKenna*, A. (2025) Everyone is doing it: Are popular practices evidence based? Paper presentation at the National Association of School Psychologists Annual Convention 2025. Seattle, WA.   

Berkowitz, M, Ratliff, C. D., Torres, J. (2025) The Illinois Curriculum Tracking Project: Year 1. Poster presentation at the National Association of School Psychologists Annual Convention 2025. Seattle, WA.   

Berkowitz, M. & Hall, C. (2024). A comparison of science of reading practices across three states. Poster presentation at the National Association of School Psychologists Annual Convention 2024. New Orleans, LA.  

Berkowitz, M. & Casey, Katie. (2023). Unlocking Literacy Success. Presentation at the Regional Office of Education #20 fall conference. Eldorado, IL. 

Berkowitz, M., Meyer, M., Gaona, M, Swunlund, L. (2023). Re-imagining mental health screening and intervention after the COVID-19 pandemic. Mini-Skills Presentation at the National Association of School Psychologists Annual Convention 2023. Denver, CO  

Berkowitz, M (2022). Reading wars practice: Comparing guided reading and explicit phonics. Paper presentation at the National Association of School Psychologists Annual Convention 2022: Boston, MA 

Hall, C & Berkowitz, M (2022). Promoting professional collaboration through remote school psychologist professional learning communities. Paper presentation at the National Association of School Psychologists Annual Convention 2022: Boston, MA 

Hall, C & Berkowitz, M (2022). Best practices for matching emergent fluent readers to text. Poster presentation at the National Association of School Psychologists Annual Convention 2022: Boston, MA 

Roberts, Z. S., Berkowitz, M., & Marcotte, A. M. (2019). The case for vocabulary instruction. Poster presentation at the Nation Association of School Psychologists Annual Convention 2019: Baltimore, MD 

Marcotte, A. M., Boyle, C, Berkowitz, M., Roberts, Z., Hall, C. (2018). An examination of       extended vocabulary routines within repeated reading interventions. Paper presentation at the National Association of School Psychologists Annual Convention 2018: Atlanta, GA 

Berkowitz, M. (2018). Early bird gets the worm? Effect of later school start time on attendance, graduation, and attention. Poster presentation at the Northeast Regional Educational Association Annual Conference: Trumbull, CT 

Marcotte, A.M., Habib, A., Meyer, A., & Berkowitz, M. (2018). Testing developmental reading theory through a path analysis of triannual screening data. Paper presentation at the Northeast Regional Educational Association Annual Conference, Trumbull, CT 

Myers, L., Berkowitz, M., Kadota, L., Tolkin, S. (2011). What’s in a name? the role of iconicity and conventionality in children’s understanding of gesture symbols. Paper symposium at the Society of Research in Child Development biennial meeting.