Artificial Intelligence
NOW RECRUITING! Study of AI and Human Tutoring on early reading development. https://www.bu.edu/hic/eval-amira-study/
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Gierka, M. V., & Odegard, T. N. (2026). Artificial intelligence in literacy education. Center for Literacy and Language Education and Research, Purdue University. https://docs.lib.purdue.edu/sor/11/
This publication examines the intersection of generative AI and literacy instruction, providing a framework for research-based application in modern classrooms.​​
Gierka, M. V., Odegard, T. N., Elleman, A., Middleton, A., Ozernov-Palchik, O., Swain, N., Webster, D., & Wolf, M. (2025). Using AI to support structured literacy: Aligning tools with how students learn. International Dyslexia Association. https://dyslexialibrary.org/view-pdf/?pdf=https://dyslexialibrary.org/wp-content/uploads/file-manager/public/18393/structured-literacy-ai-brief.pdf
The authors provide a rubric for educators to evaluate AI tools based on their ability to support specific cognitive stages of learning, such as acquisition and fluency.
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Odegard, T. & Gierka, M. (2025). The science of reading meets the science of learning: Memory systems, structured literacy, and the role of AI. Annals of Dyslexia. https://doi.org/10.1007/s11881-025-00345-y
This research explores how structured literacy instruction interacts with human memory systems and how AI can be leveraged to support these cognitive processes.
Early Literacy & Language
Odegard, T., Gierka, M., & Ormandy, N. (2025). Reframing dyslexia: Linguistic complexity, developmental risk, and the future of science of reading policy. Annals of Dyslexia, 75, 410-422. https://doi.org/10.1007/s11881-025-00344-z
This article advocates for a policy shift toward viewing dyslexia through a lens of linguistic risk and complexity rather than rigid categorical definitions.
Brown, J., Sanford, A., Pinkney, C., Gierka, M., & Ormandy, N. (2024). Structured literacy instruction for multilingual learners: Improving language and literacy outcomes with the PLUSS framework. Perspectives on Language and Literacy, 50(2), 37-51. https://www.onlinedigeditions.com/publication/?i=834239&p=37&view=issueViewer
The authors detail how the PLUSS framework can be used to adapt evidence-based literacy practices to meet the unique linguistic needs of multilingual students.
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Ehri, L., Gierka, M., & Ormandy, N. (2024). Scaffolding foundational skills. Perspectives on Language and Literacy, 50(2), 27-29. https://www.onlinedigeditions.com/publication/?i=834239&p=27&view=issueViewer
This article outlines specific instructional scaffolds that help students transition from basic decoding to more advanced orthographic mapping and fluency.​​
Instructional Design & Implementation
Webster, D., Peavler, J., & Gierka, M. (2024). Driving towards success: Informed structured literacy implementation. Perspectives on Language and Literacy, 50(2), 7-9.
This introductory article analyzes the leadership and systemic structures necessary to ensure that structured literacy initiatives are implemented with high fidelity across schools.
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Cohen, E., Gierka, M., Lynam, D., Hiligh-Thomas, R., Garcia, A., Dwyer, T., Durant, N., Raff, E., Thomasson, T., Johnson, C. (2023). Identifying and addressing priority education needs: Mid-Atlantic Regional Advisory Committee. United States Department of Education. https://oese.ed.gov/files/2023/12/Mid-Atlantic-RAC-20231220-ED-508.pdf
This report identifies critical education gaps in the Mid-Atlantic region and recommends policy priorities to improve literacy and student outcomes.
Gierka, M. (2022). #CVLiteracy. Cumberland Valley SD. https://www.cvschools.org/o/cvs/page/cv-literacy
This website outlines a district-wide transition to evidence-based literacy practices and the community engagement strategies used to support the shift.
Gierka, M. (2021). The missing keystone. The Reading League Journal, 2(3), 49-52.
Gierka argues that implementation science and robust teacher professional development are the essential "keystones" for sustainability.