Office Hours
By appointment

Courses Taught
Graduate:
RDG 631 Problems in Reading Instruction, 8 credits
RDG 639 Clinical Issues in Early Literacy Instruction: Reading Recovery Teacher Leader Training, 12 credits
RDG 590 Advanced Seminar in Reading Recovery, 2-4 credits

Interests
Early literacy intervention policies and initiatives.
Teachers' professional development.
Contingent teaching.

Degrees
Ed.D., 1988, Drake University
M.S., 1976, Drake University
B.S., 1972, Drake University

Post Doctoral Studies:
Marie M. Clay Literacy Trust Fellowship, Auckland College of Education [Auckland University in 2004], 2002
The Ohio State University, Reading Recovery Trainer, 1998
University of Northern Iowa, Creative Drama, 1996

Publications
Selected Publications
Schwartz, R. M., Schmitt, M. C. & Lose, M. K. (2012). Effects of teacher-student ratio in response to intervention approaches. The Elementary School Journal, 112(5), 547-567.

Lose, M. K. & Best, D. (2011). Implementing RTI and staffing Reading Recovery in difficult economic times. The Journal of Reading Recovery, 11 (1), 31-38.

Konstantellou, E. & Lose, M. K. (2009). The promise of Clay’s theory of literacy processing: Training Literacy Lessons intervention specialists. The Journal of Reading Recovery, 9 (1), 62-69.

Lose, M. K. (2008). Using RTI to support struggling learners. Principal Magazine, 87 (3), 20-23.

Lose, M. K. (2008). Beyond the words: Considering nonverbal communication in Reading Recovery teaching. The Journal of Reading Recovery, 7 (2), 5-17.

Lose, M. K. (2007). A child’s ‘Response to Intervention’ requires a responsive teacher of reading. The Reading Teacher, 61(3), 276-279.

Lose, M. K. (2007). Applying Wood’s levels of contingent support for learning in Reading Recovery. The Journal of Reading Recovery, 6 (2), 17-30.

McEneaney, J., Lose, M. K., & Schwartz, R. M. (2006). A transactional perspective on reading difficulties and response to intervention. New Directions in Research: Reading Research Quarterly, 41 (1), 117-128.

Lose, M.K. & Konstantellou, E. (2005). Selection of students for Reading Recovery: Challenges and responses. The Journal of Reading Recovery, 5 (1), 32-45.

Other Information
Total Grants Awarded: $4,819,323