Dr. Eric Oslund
Reading Development, Assessment, and Data Lab
About the Lab
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Lab Members
 | Eric L. Oslund, Ph.D. Professor and Chair of the Womack Department of Teaching, Learning, and Innovation Eric.Oslund@mtsu.edu His research focuses on reading development, literacy assessment, data-informed decision-making, and the design and evaluation of interventions for students with reading difficulties. He specializes in the use of advanced statistical modeling to examine reading growth and to identify the instructional practices that most effectively support struggling readers. Through collaborations with schools and educators, Dr. Oslund’s work aims to translate rigorous research into practical tools and strategies that improve literacy outcomes for all students |
 | Leora Coleman is a Ph.D. student in the Literacy Studies program at Middle Tennessee State University, specializing in the data measurement pathway. She has earned a graduate certificate in data science through the program and focuses her research on the integration of artificial intelligence within literacy practices. Her primary work centers on writing, with emerging interests in AI-developed systems for literacy intervention. She currently serves as a graduate assistant and lab assistant to Dr. Eric Oslund, supporting research at the intersection of literacy, assessment, and educational technology. |
 | Mr. Bryan Hollister is a resident of Marshall County, where he has taught 8th grade History since 2016 at Bridgeforth Middle School in Pulaski, TN; he also served as the head coach for the football program for seven years and has coached the boy’s baseball team as both the head coach and an assistant coach. After retiring from the military with 20 years of active and reserve service in 2008, he enrolled at Western Governors University, receiving his BA in Social Studies Education (Sociology–World/US History) in 2012. Mr. Hollister worked briefly in the health and fitness industry as a sales manager for GNC before beginning his teaching journey in 2016. Mr. Hollister is enrolled in the Literacy Studies doctoral program at MTSU and has an anticipated completion date of late 2027. He currently lives on a small farm in the countryside with his wife, Dee, their two dogs, ten chickens, and a stray cat that adopted him in 2020. |
 | Anoulom Phimphivong is a graduate student with a diverse professional background spanning education, cybersecurity, and data analytics. With seven years of classroom experience teaching English and ESL, he developed a passion for communication, learning, and student success. Seeking to broaden his technical and managerial expertise, he transitioned into the field of cybersecurity, where he spent two years building a strong foundation in digital systems and risk management. He currently serves as a data analyst for the State of Tennessee, applying analytical skills to support data-driven decision-making in the public sector. His interdisciplinary journey — from educator to technologist to analyst — reflects his commitment to continuous growth and adaptability, with a heartfelt desire to return to education and inspire the next generation of learners. As he pursues his graduate studies, he looks forward to integrating his experience across multiple fields and ultimately returning to education to make a lasting impact on future learners. |
 | Caitlin Deckard is a Science of Reading Specialist and a graduate of the University of Texas at Austin and Vanderbilt University. She has held various positions in rural and urban school districts, including elementary classroom teacher, literacy interventionist, gifted and talented teacher, RTI coordinator, strategic planning board member, and Title Services program coordinator. As a designer and facilitator of literacy professional learning, Caitlin prioritizes evidence-based best practices within the MTSS framework while making research both accessible and approachable to educators. Her belief that literacy is a civil right and a prerequisite for survival and success within our society influences her work designing professional development and social media content for The Literacy Architects. As a Ph.D. student in the Literacy Studies program at MTSU, Caitlin hopes to deepen her practice to ensure all educators are equipped with the knowledge they need to support the literacy development of their students. |
 | Lisa Brill is a Literacy Specialist at Wilson Language Training and a first-year Ph.D. student in Literacy Studies at MTSU. She holds a master’s degree in Language and Literacy from Simmons University and certifications as a Structured Literacy Dyslexia Interventionist (CERI) and Wilson Dyslexia Practitioner. With over twenty years of experience as a classroom teacher, instructional coach, and national LETRS trainer, Lisa supports the implementation of structured literacy programs in districts across the country. She currently leads the development of Wilson’s Virtual Teaching & Learning Consults, launching Back-to-School 2026. Her research interests include early literacy, data-based decision making with a focus on the predictive validity of literacy measures, and how literacy coaching — in collaboration with school leaders — can strengthen the implementation of structured literacy and improve student outcomes. |
Current Projects
Oslund
- Data-informed decision-making for early readers
- Curriculum-embedded assessment development
- Professional development in using data to inform instruction
Coleman
Phonics Assessment Application — Supporting Dr. Oslund in the development and refinement of a phonics assessment app designed to evaluate and strengthen early literacy skills.
Hollister
Meta-Analysis on Disciplinary Literacy Interventions — Examining both packaged and discrete components of the historical thinking process. This work serves as the basis for his preliminary examination.
Phimphivong
Computer-Assisted Vocabulary Development — Exploring technology-supported approaches to vocabulary acquisition and instruction.
Brill
Comprehension Intervention Meta-Analysis — Screening and coding studies examining the effects of comprehension instruction on comprehension growth in students from Pre-K through Grade 12.
DBDM Professional Development Repository — Contributing to a Data-Based Decision Making PD resource repository as part of Dr. Oslund’s research lab.
Featured Publications & Presentations
Oslund
Toste, J.R., Espinas, D., Oslund, E.L., Elleman, A., & Biancarosa, G. (in press). Measuring what matters: Understanding what reading assessments really tell us. The Reading League Journal.
Oslund, E.L., Elleman, A.M., & Wallace, P.K. (2021). Factors related to data-based decision making: Examining experience, professional development, and the mediating effect of confidence on teacher graph literacy. Journal of Learning Disabilities. 54(4), 243–255. https://doi.org/10.1177/0022219420972187
Coleman
Coleman, L. (2021). Applying COVID-19 distance learning teaching lessons to the Bureau of Indian Education. Sovereignty Symposium, XXXIII, VI1–VI33.
Coleman, L., Oslund, E., & Puckett, W. (2024). The effects of disciplinary literacy strategies on K–12 traditional mathematics achievement: A meta-analysis. Conference presentation presented at Middle Tennessee State University Literacy Conference 2024, Murfreesboro, TN, United States.
Coleman, L., & Oslund, E. (2026). Teaching literacy in the age of AI. Conference presentation presented at Middle Tennessee State University Literacy Conference 2026, Murfreesboro, TN, United States.
Coleman, L., & Oslund, E. (2025). Comparative reliability of large language models and human scorers in middle-grade standardized writing. Conference presentation presented at Middle Tennessee State University Literacy Conference 2025, Murfreesboro, TN, United States.
Hollister
Hollister, B. (2025). Disciplinary literacy: Exploring the impact of content-based strategies on social studies reading comprehension using the PACT intervention. Conference presentation.
Hollister, B. (2024). Exploring disciplinary literacy: Theories, strategies, and hurdles to implementation. Conference presentation.
Brill
Brill, L., Burch, J., Danilson, C., & Loera, R. (2026, February). Spelling as a window: Using student errors to unlock literacy growth. Symposium presentation at the MTSU Literacy Conference, Murfreesboro, TN, United States.