Erin Washburn

Erin K. Washburn is a Professor in the Reading and Elementary Education department at UNC Charlotte. She received her undergraduate degree from Baylor University and her master’s and doctoral degrees from Texas A&M University. She has worked as a preschool teacher, English/language arts teacher, and reading specialist in middle and high schools in Texas.

Washburn’s research interests include teacher knowledge related to teaching literacy, literacy teacher preparation and professional learning, and the efficacy of school-based literacy interventions for striving readers and writers. During her time in higher education, she has taught courses in literacy research, assessment, and intervention, teaching multilingual learners, disciplinary literacy, doctoral research methods, and has coordinated university-school partnerships. Washburn is an Associate Editor of the international journal, Learning Disabilities: A Contemporary Journal.

Education

Ph.D., Curriculum & Instruction, Literacy Education – Texas A&M University, 2009
M.A., Curriculum & Instruction, English Language Arts – Texas A&M University, 2004
B.S., Speech Communications – Baylor University, 2000

Teaching

Teaching Assessment, Design, and Implementation of Classroom Reading Instruction

Research Interests/Areas of Expertise

Teacher knowledge and preparation; literacy assessment and intervention; data-based decision making

Community Involvement

Washburn provides professional development in literacy assessment, instruction, and data-based decision making for educators and instructional leaders, and serves as a consultant and literacy expert to a variety of local, state, and national literacy organizations.

Recent Publications

Washburn, E.K., Gesel, S. A., Kingsbery, C. R., Connors, T. W., & Dash, L. (2026). Using data to forge new paths through tailored reading interventions. The Reading League Journal, Winter/Spring, 22-28. 

Miner, K., & Washburn, E.K. (2025). From observation and drawing to informational writing: A mixed methods study of an integrated strategy approach. The Elementary School Journal, 126 (2), 326–348. https://doi.org/10.1086/737953

Washburn, E. K., & Pierce, A. (2025). Teaching older struggling readers: Novice 4–12th grade general and special education teachers’ knowledge of foundational reading skills. Education Sciences, 15(6), 745. https://doi.org/10.3390/educsci15060745 

Kingsbery, C.R., Beach, K.D., Gesel, S.A, Wood. C., Washburn, E.K., & Connors, T. (2025). The impact of multilevel coaching on preservice teachers’ fidelity of implementation of an evidence-based reading intervention. Education Sciences, 15(2), 244. https://doi.org/10.3390/educsci15020244 

Pilonieta, P., Stewart, A. A., Washburn, E. K., Putman, S. M., Hart, B., Bastian, K. C., Mikkelsen C. N., Meisner, H. R., La Serna, J. (2025). Analysis of reading instructional practices of K-5 teachers who completed LETRS PD, North Carolina State Policy Brief.

Meisner, H. R., La Serna, J., Mikkelsen C. N., Hart, B., Bastian, K. C., Pilonieta, P., Stewart, A. A., Washburn, E. K., Putman, S. M. (2025). Project READS Implementation Report, North Caroline State Policy Brief.

La Serna, J., Meisner, H. R. Mikkelsen C. N., Hart, B., Bastian, K. C., Pilonieta, P., Stewart, A. A., Washburn, E. K., Putman, S. M. (2025). Perceptions of LETRS Training, North Caroline State Policy Brief.

Whittingham, C., Pilionieta, P., & Washburn, E.K. (2024). Selecting literacy intervention and planning for implementation: A guide. The Reading Teacher, 77(6), 949-957. https://doi.org/10.1002/trtr.2323

Scott, C. E., Pierce, A., Washburn, E. K., & Waters, C. (2024). Planning for instruction: Identifying literacy strategies and activities used by teacher candidates during clinically-rich field experience. English in Texas, 53(2), 34-41.

Peltier, T., & Washburn, E.K. (2024). Recommendations for teacher training and professional learning. In N. Young & J. Hasbrouck (Eds.), Ladder of Reading & Writing. Benchmark Education.