Dolores Perin, Ph.D. is Professor Emerita of Psychology and Education at Teachers College, Columbia University. Her research interests center on the literacy skills of individuals with reading and writing difficulties. She edited the Wiley Handbook of Adult Literacy, published in 2020. For 25 years, Dr. Perin taught graduate courses on reading and writing assessment and interventions, and adult literacy. She is currently teaching online non-credit professional development courses in the teaching of reading and writing skills, designed for teachers, other educators, and speech and language pathologists (offered through Teachers College’s Continuing Professional Education). Dr. Perin is a state-licensed psychologist who has expertise in working with children, adolescents, and adults with learning difficulties including dyslexia.
Ph.D. in Psychology, University of Sussex, UK
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Perin, D. & Lauterbach, M. (2018). Assessing text-based writing of low-skilled college students. International Journal of Artificial Intelligence in Education, 28(1), 56-78.
Perin, D., Grant, G., Raufman, J., & Santikian Kalamkarian, H. (2017). Learning from student retrospective reports: Implications for the college developmental classroom. Journal of College Reading and Learning, 47(2), 77-98.
Kalamkarian, H. (2017). Text-based writing of low-skilled adults: Relation to comprehension, self-efficacy and teacher judgments. Reading and Writing: An Interdisciplinary Journal, 30(4), 887-915.
Perin, D. & Lauterbach, M. (2016, online first). Assessing text-based writing of low-skilled college students (automated writing scores. International Journal of Artificial Intelligence in Education.
Perin, D., Lauterbach, M., Raufman, J. & Santikian Kalamkarian, H. (2016, online first).
Perin, D., De La Paz, S., Piantedosi, K.W., & Peercy, M.M. (2016, online first). The writing of language minority students: A literature review on its relation to oral proficiency. Reading & Writing Quarterly.
Huffman-Kelley, K., Perin, D., & Liu, X. (2015). Integrating reading skills in an introductory science classroom. Journal of College Science Teaching, 44(5), 10-15.
Perin, D. (2013). Literacy skills among academically underprepared students in higher education. Community College Review, 41(2), 118-136.
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.
(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.
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).
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. (2018). Academic preparedness. In R. F. Flippo & T. W. Bean (Eds.), Handbook of college reading and study strategy research (3rd ed., pp. 181-190). New York, NY: Routledge/Taylor & Francis.
Perin, D. (2018). Teaching academically underprepared students. In J. Levin & S. Kater (Eds.), Understanding community colleges (2nd ed., pp. 135-158). New York, NY: Routledge/Taylor Francis.
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.
Perin, D. (ed.). (2020). The Wiley handbook of adult literacy. Hoboken, NJ: John Wiley and Sons. (Electronic copy available August 2019, hardcover copy available October 2019).
Perin, D., Raufman, J. R., & Kalamkarian, H. S. (2015). Developmental reading and English assessment in a researcher-practitioner partnership (CCRC Working Paper No. 85). New York, NY: Community College Research Center, Teachers College, Columbia University. Available from http://ccrc.tc.columbia.edu/publications/developmental- reading-
Perin, D., Bork, R. H., Peverly, S. T., Mason, L. H., & Vaselewski, M. (2012). A contextualized intervention for community college developmental reading and writing students. CCRC Working Paper No. 38. New York, NY: Community College Research Center, Teachers College, Columbia University.
Perin, D. (2011). Facilitating student learning through contextualization. Working Paper No. 29. New York: Teachers College, Columbia University: Community College Research Center. (Written
Perin, D. (2010). Literacy skills among academically underprepared students in higher education. Commissioned by National Academy of Sciences, National Research Council, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy
Perin, D. (2010). Adult literacy instruction: State of the evidence on effective approaches and needs for research. Commissioned by National Academy of Sciences, National Research Council, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy
Graham, S. & Perin, D. (2006, October). Writing next: Effective strategies to improve
Perin, D. (2005, Spring). Institutional decision-making for increasing academic preparedness in community colleges. In C. Kozeracki (Ed.). Responding to the challenges of developmental education. New Directions in Community Colleges, 129, 27-38.