Senior Research Scientist & Instructional Designer
Dr. Tracey Hall conducts research on instructional interventions in reading, writing, literacy in the content areas, and assessment. Her work includes the design and evaluation of instructional approaches and assessment tools. These experiences are applied to the development and implementation of UDL projects, collaborative partnerships, and professional presentations.
Tracey brings to her work at CAST experience in the areas of curriculum-based measurement, teacher professional development, instruction and curriculum design, and formative assessments using progress monitoring, and data-based decision making for instruction.
She directs CAST's initiatives to create and evaluate digital supported environments across content areas. She is also co- and principal investigator on several federal and foundation-funded grants. Dr. Hall is a frequent presenter and consultant at the national and international education level. She has taught university courses in special education reading and writing, learning disabilities, assessment and behavior management. She has been a special education teacher, consultant, administrator and university professor. With colleagues at CAST, Tracey organized a quilt-making group to make quilts for newborns to members of our CAST of Characters.
PhD, MA, BS, University of Oregon
Hall, T.E., Cohen, N., Vue, G. & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic Reader. Learning Disability Quarterly 38(2): 72-83. doi: 10.1177/0731948714544375.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). An introduction to universal design for learning: Questions and answers. In T. E. Hall, A. Meyer, & D. H. Rose (Eds.), Universal design for learning in the classroom: Practical applications. New York: Guilford.
George, S. M, McDermott, P. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the adjustment scales for children and adolescents. The International Journal of Educational and Psychological Assessment, 10(1), 159-178.
Vue, G., & Hall, T. E. (2012). Transforming writing instruction with universal design for learning. In T. E. Hall, A. Meyer, & D. H. Rose (Eds.), Universal design for learning in the classroom: Practical applications. New York: Guilford.
Cohen, N., Hall, T. E., Vue, G., & Ganley, P. (Dec. 2011). Reading in a UDL-designed digital environment: Assessment and support with the strategic reader. In P. Noyce, New frontiers in formative assessment. Cambridge, MA: Harvard Education Press.
Rose D. H., Hall, T. E., & Murray, E. (2008). Accurate for all: Universal design for learning and the assessment of students with learning disabilities. Perspectives on Language and Literacy, 34(4), 23-28.
Stevens, R. J., Van Meter, P., & Hall, T. E. (2008). Reading and Integrated Literacy Strategies (RAILS): An integrated approach to early reading. Journal of Education for Students Placed At Risk, 13(4), 357-380.
Dolan, R. P., & Hall, T. E. (2007). Developing accessible tests with universal design and digital technologies: Ensuring we standardize the right things. In C. C. Laitusis, & L. L. Cook (Eds.), Large-scale assessment and accommodations: What works (pp. 95-111). Arlington, VA: Council for Exceptional Children.