Dr. Lynn Ahlgrim-Delzell is an Associate Professor of Research at UNC Charlotte. In 2014, Dr. Ahlgrim-Delzell was selected as a Fellow of the American Association on Intellectual and Developmental Disabilities. She teaches graduate courses on educational research methods and statistical data analysis. She is the co-author or two reading curricula and has published numerous journal articles and book chapters on issues pertinent to individuals with developmental disability. She was the university Lead PI for a contract from the US Department of Education, Institute for Education Sciences on phonics instruction for students with developmental disability. Dr. Ahlgrim-Delzell's research interests are reading instruction and assessment for individuals with developmental disability and research methods for low incidence populations.
Ph.D. - University of North Carolina at Greensboro, 2006, Educational Research, Measurement and Evaluation
M.S. - Illinois State University, 1986, School Psychology
B.S. - Illinois State University, 1979, Psychology
Reading instruction for students with developmental disabilities
Reading assessment for students with developmental disabilities
Research methods for low incidence populations
The Early Literacy Skills Builder, available from The Attainment Company, is an early literacy curriculum for students with moderate-to-severe developmental disability. It provides scripted lessons and materials for teachers to teach early literacy skills such as the conventions of reading, phonological awareness, vocabulary, and listening comprehension.
The Early Reading Skills Builder, also available from the Attainment Company as computer software or iPad app, is a phonics curriculum for students who are nonverbal. Currently all traditional phonics curricula require students to have sophisticated verbal skills to produce the phonemes in order to participate in the instruction. The ERSB uses text-to-speech software to serve as the student’s voice.
Nonverbal Literacy Assessment (NVLA) is an assessment of early literacy and beginning reading skills for students who are nonverbal. The assessment provides for three types of nonverbal response modes (point, pull off, eye gaze) to accommodate individuals with developmental disability.