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Dolores Perin

Professional Background

Educational Background

Ph.D. in Psychology, University of Sussex, England

Scholarly Interests

  • Reading and writing processes in children and adults.
  • Academic preparedness and developmental education (remediation) in community colleges.
  • Adult education and workplace literacy.

Click to visit the Reading Specialist Program Website

Selected Publications

Peer-reviewed papers

Under review

Perin, D. & Lauterbach, M. (revise and resubmit).  Consistency of written summarization in community college developmental  education students.

Perin, D., De La Paz, S., Piantedosi, K.W. & Peercy,  M.M. (under review). L2 writing skills in English-dominant educational  settings:  A critical research synthesis


Perin, D. (2013). Literacy skills among academically  underprepared students in higher education. Community College Review, 41(2),  118-136. doi: 10.1177/0091552113484057

Perin, D., Bork, R. H., Peverly, S. T., & Mason, L. H.  (2013). A contextualized curricular supplement for developmental reading and  writing. Journal of College Reading and Learning, 43(2), 8-38.

Perin, D. (2011). Facilitating student learning through  contextualization: A review of the evidence. Community College Review, 39 (3),  268-295. doi: 10.1177/0091552111416227. Reprinted in Armstrong, S.L., Stahl,  N.A. & Boylan, H.R. (Eds.). Teaching developmental reading (2nd ed.,  pp 409-437). Boston, MA: Bedford/ St. Martin’s Professional Resources.

Marri, A.R., Perin, D., Crocco, M.S., Riccio, J.F., Rivet,  A. & Chase, B.J. (2011). Content-driven literacy: One approach to urban  secondary teacher education. The New Educator, 7(4), 325-351. doi:  10.1080/1547688X.2011.619948

Perin, D., Crocco, M., Marri, A., Riccio, J., Rivet, A. and  Chase, B. (2009). Integrating literacy in content classrooms. Academic  Exchange Quarterly, 13 (2), 97-105.

Reynolds, G.A. & Perin, D. (2009). A comparison of  text-structure and self-regulation strategies for composing from sources by  middle-school students. Reading Psychology, 30, 265-300. 

Goldstein, M.T. & Perin, D. (2008).  Predicting  performance in a community college content-area course from academic skill  level. Community College Review, 36 (2), 89-115.   
  Rogevich, M. & Perin, D. (2008). Effects on science summarization of a  reading comprehension intervention for adolescents with behavioral and  attentional disorders. Exceptional Children, 74 (2),  135-154. 

Perin, D. & Greenberg, D. (2007).  Research-based  reading instruction in an adult basic education program.  Adult Basic  Education and Literacy Journal, 1 (3), 123-132.  
  Graham, S. & Perin, D. (2007). A meta-analysis of  writing instruction for adolescent students. Journal of Educational  Psychology, 99 (3), 445-476. 

Graham, S. & Perin, D.  (2007).  What we know,  what we still need to know: Teaching adolescents to write.  Scientific Studies  of Reading, 11(4), 313-335. 

Perin, D., Flugman, B. & Spiegel, S. (2006).  Last  Chance Gulch: Youth participation in urban adult basic education  programs.  Adult Basic Education, 16 (3), 171-188. 

Perin, D. (2006).  Academic progress of community  college nursing aspirants: An institutional research profile.  Community  College Journal of Research and Practice, 30, 657-670.   

Perin, D. (2006).  Can community colleges protect both  access and standards?  The problem of remediation.  Teachers College  Record, 108 (3), 339-373. 

Perin, D. (2004).  Remediation beyond developmental  education: The use of learning assistance centers to increase academic  preparedness in community colleges.  Community College Journal of  Research and Practice, 28 (7), 559-582.   

Perin, D., Keselman, A. & Monopoli, M. (2003).  The  academic writing of community college remedial students: Text and learner  variables. Higher Education, 45 (1), 19-42. 

Perin, D. (2002).  The location of developmental  education in community colleges: A discussion of the merits of   mainstreaming vs. centralization.  Community College Review, 30,  27-44.   

Perin, D. (2002).  Repetition and the informational  writing of developmental students.  Journal of Developmental Education,  26 (1),  2-4, 6, 8, 18. 

Greenberg, D., Ehri, L. & Perin, D.   (2002).   Do adult literacy students make the same word-reading and  spelling errors as children matched for word-reading age?  Scientific  Studies in Reading, 6 (3), 221-244.   

Perin,  D. (2001).  Academic-occupational  integration as a reform strategy for the community college: Classroom  perspectives. Teachers College Record, 103 (2), 303-335.

Selected book chapters

Perin, D. (2014). Teaching secondary students to read and  write in science In M.C. Hougen (Ed.). Fundamentals  of literacy instruction and assessment, 6–12 (pp 165-178). Baltimore, MD:  Paul H. Brookes.

Perin, D. (2013).  Best practices in teaching writing  for college and career readiness. In Graham, S., MacArthur, C. &  Fitzgerald, J. (Eds.).  Best practices in writing (2nd ed.) (pp.  48-70).  New York: Guilford Press. 

Perin, D. (2012). Teaching academically underprepared  students.  In J. Levin and S. Kater (Eds.). Understanding community  colleges (pp. 87-103). Part of Routledge/Taylor Francis “Core Concepts  in Higher Education” series. New York, NY: Routledge. 

Perin, D. & Charron, K. (2006). “Lights just click on  every day.” Academic preparedness and remediation in community colleges.   In T.R. Bailey and V.S. Morest (Eds.). Defending the community college  equity agenda (pp 155-194).   Baltimore, MD: Johns Hopkins Press.

biographical information

Dolores Perin, Professor of Psychology and Education, directs the Reading Specialist M.A. Program, which prepares students for state certification as teachers of literacy.  Perin is also a senior research associate at Teachers College's Community College Research Center.  Her research interests include the education of academically-underprepared students in secondary and postsecondary education, and adult literacy programs; and the preparation of teachers for reading and writing instruction in middle and high schools.  She was Principal Investigator of "Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy" (U.S. Department of Education Institute of Education Sciences, 2006-2009).  Her other work includes a preservice teacher project entitled"Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities," funded by Carnegie Corporation of New York, a Sloan-funded study of community college developmental education, and state- and federally-funded projects in the integration of academic and career education, school-to-work transition, workplace literacy, and adult learning disabilities.  She has published in journals including Community College Review, Exceptional Children, Higher Education, Journal of Adolescent & Adult Literacy, Adult Basic Education and Literacy Journal, Reading Psychology, Community College Journal of Research and Practice, Teachers College Record, Scientific Studies in Reading, and Journal of Educational Psychology.  She teaches graduate courses in literacy assessment and intervention, diagnosis of reading and writing disabilities, and adult literacy and developmental education. Perin received a Ph.D. in psychology from the University of Sussex in England, and is a New York State-licensed psychologist with practical experience with individuals across the lifespan who have reading and writing difficulties.


professional organization membership

  • American Educational Research Association
  • American Psychological Association
  • International Reading Association
  • International Dyslexia Association
  • Society for the Scientific Study of Reading

professional presentations

Selected Recent Presentations

  • Reading Forum: Contextualization of reading skills. Professional development, Saginaw Valley State University. January 23, 2015.

  • Developmental reading and writing skills: Directions for research and instruction. Student Success Symposium. Texas State University, San Marcos. January 5, 2015
  • Relation of reading skill and source text to written summarization of low-achieving postsecondary students. Society for the Scientific Study of Reading. Santa Fe, NM, July 2014. Authors: Perin, D. & Lauterbach, M.
  • Intensive training of educational psychology. (Professional development for educational psychology faculty in teacher training institutes, sponsored by Asia Development Bank). Ulaanbaatar, Mongolia, 16-21 June 2014
  • Contextualizing reading comprehension strategies in the college classroom: STEM GPS, The Science Infusion Program and BCC Faculty Development. Bergen Community College, Paramus, NJ, April 17, 2014. 
  • Writing interventions for students with learning disabilities. Everyone Reading Annual Conference, New York, March 19, 2014
  • Understanding L2 writing skills (poster). American Educational Research Association annual meeting, Division C, Philadelphia, PA, April 04, 2014. Authors: Perin, D., De La Paz, S., Worland, K., & Peercy, M.M.
  • Adult literacy instruction: State of evidence on effective approaches (roundtable). American Educational Research Association annual meeting, Adult Literacy and Education SIG, Philadelphia, PA, April 05, 2014.
  • Written summarization of low skilled postsecondary adults, Writing Research Across Borders Conference, Paris, France, February 19, 2014
  • Understanding how children learn to write (keynote), and Writing instruction for primary and secondary students (session). Breaking Through Dyslexia, Dyslexia Trust of Kolkata. Conference on Dyslexia & Specific Learning Disability. December, 17-19, 2013, Kolkata, India.
  • Contextualizing English instruction in science content: Approaches to implementation. Presentation to STEM GPS and Bergen Community College Faculty Development, November 12, 2013.
  • LINCS Writing Study Circle (with Dianna Baycich): online professional development for adult basic education instructors, Literacy Information and Communication System,  3 cycles 3 different regions, 2014 and 2015.
  • Automated Pyramid scoring of summaries using distributional semantics. Proceedings of the 2013 Annual Meeting of the Association for Computational Linguistics (Short Paper; poster). August 4-9, 2013. Sofia, Bulgaria. Authors: Passonneau, R.J., Chen, E., Guo, W., Perin, D.
  • Best practices and new ideas in teaching developmental reading and writing. Presentation to developmental educators, SUNY Orange County Community College, Middletown, NY, April 12, 2013.
  • Remedial/ developmental education. Presentation to Workshop in Pedagogical Research Design, City University of New York, January 14, 2013


Principal Investigator:

2006-2009. Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy. In      stitute     of     Education    Sciences,       U.S.    Department of Education.

2005-2007. Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities.Carnegie Corporation of New York CUNY Graduate School, Center for Advanced Study in Education; all Principal Investigator or Project Director unless otherwise indicated.

2002 Evaluator, Youth in Adult Basic Education Project. U.S. Department of Education, Office of Vocational and Adult Education. Principal Investigators: Bert Flugman and Seymour Speigel.

1994-1997 Self-Directed Workplace Literacy Distance Learning for Developmental Disabilities Workers. U.S. Department of Education, National Workplace Literacy Program.

1994 Training in Fundamentals of Supervision and Leadership for OMH Power Plant and Maintenance Workers. SUNY Maritime College

1993-1994 Multi-Site Power Plant Communication Skills Project. SUNY Maritime College

1993-1995 Workforce Training Projects for Developmental Aides and Custodians: English as a Second Language, Basic Skills and Medical Terminology and Computation Skills Training. New York State Governor's Office of Employee Relations

1992-1993 Communication Skills Enhancement for Power Plant Employees. SUNY Maritime College

1992-1994 Workplace Literacy for Psychiatric Health Care Workers. U.S. Department of Education, National Workplace Literacy Program

1990-1991 Workplace Literacy Instruction for College Preparation of Health Care Workers. U.S. Department of Education, National Workplace Literacy Program

HBSK 4072: Theory and Techniques of Assessment and Intervention in Reading

Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan.  Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention.  Materials fee: $25.

HBSK 5098: Diagnosis of Reading and Writing Disabilities

Prerequisites:  HBSK 4072. Presents theory and research pertaining to reading and writing disabilities.  Students obtain experience in administering, scoring, and interpreting a battery of measures and learn to formulate a diagnosis based on standardized, norm-referenced tests. The course takes a lifespan perspective in its examination of reading and writing disabilities.  Materials fee:  $50.

HBSK 5099: Writing interventions theory and practice

This is a literacy course that applies research on cognitive, linguistic, affective, social, and cultural processes underlying writing performance to the development of writing interventions.  Writing is discussed within a larger context of reading comprehension and subject-matter knowledge.  Students learn to evaluate and design content-area writing interventions for both typically-developing and special-needs populations of differing ages and in various educational settings. Materials fee:  $30.

HBSK 5272: Supervised fieldwork in remedial reading and school difficulties: Supervised field placement in reading

Students conduct projects in a variety of field sites, including K-12 schools, community colleges, and adult education programs, under faculty supervision. The field experience provides an opportunity to understand both practical and theoretical aspects of pressing questions concerning literacy acquisition across the lifespan.

HBSK 5580: Seminar in consultation and evaluation in reading

The purpose of this seminar is to consider the implications of recent research in literacy assessment and intervention for the consultation, evaluation and professional development roles of Reading and Learning Specialists and Coaches.  Materials Fee:  $50.

HBSK 6576: Research in applied educational psychology: Acquisition of reading and writing ability

Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.

HBSK 6903: Research-independent study in reading

Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.

Documents & Papers

Download: Dolores Perin CV [PDF]

Centers and Projects

Community College Research Center