Ph.D., Vanderbilt University

M.S.Ed., Vanderbilt University

B.A., Centre College

Sarah R. Powell is an Assistant Professor in the Department of Special Education. Powell is currently Principal Investigator (PI) of a four-year Institute of Education Sciences efficacy grant related to word problems and equation solving for third-grade students with mathematics difficulties. Powell is also PI of a five-year early numeracy and literacy read-alouds project funded by the T.L.L. Temple Foundation and co-PI of a National Science Foundation grant aimed at developing a science intervention for second-grade students with learning difficulties. Powell was a National Academy of Education/Spencer Postdoctoral Fellow from 2014 to 2016, and she is currently a Faculty Fellow with the Greater Texas Foundation. Powell's research interests include developing and testing interventions for students with mathematics difficulties.

Associate Editor, Journal of Learning Disabilities(2017 - Present)

Editorial Review Board, Journal of Learning Disabilities(2014)

Editorial Review Board, Teaching Exceptional Children(2014)

Associate Editor, Assessment for Effective Intervention(2013 - 2016)

Editorial Review Board, Learning Disabilities Research and Practice(2013)

Editorial Review Board, Learning Disability Quarterly(2013)

Stevens, E. A. & Powell, S. R. (2016). Unpacking word problems for diverse learners: A guide to using schemas. Childhood Education, 92, 86–91. doi:10.1080/00094056.2016.1134253.

Hughes, E. M., Powell, S. R., Lembke, E. S. & Riley-Tillman, T. C. (2016). Taking the guesswork out of locating evidence-based practices for diverse learners. Learning Disabilities Research and Practice, 31, 130–141. doi:10.1111/ldrp.12103.

Hebert, M. A. & Powell, S. R. (2016). Examining fourth-grade mathematics writing: Features of organization, mathematics vocabulary, and mathematical representations. Reading and Writing, 29, 1511–1537. doi:10.1007/s11145-016-9649-5.

Powell, S. R. & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children's books. Early Education and Development, 26, 377–398. doi:10.1080/10409289.2015.994466.

Powell, S. R. & Driver, M. K. (2015). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. Learning Disability Quarterly, 38, 221–233. doi:10.1177/0731948714564574.

Powell, S. R. (2015). The influence of symbols and equations on understanding mathematical equivalence. Intervention in School and Clinic, 50, 266–272. doi:10.1177/0731948714564574.

Powell, S. R. (2015). Connecting evidence-based practice with implementation opportunities in special education mathematics preparation. Intervention in School and Clinic, 51, 90–96. doi:10.1177/1053451215579269.

Powell, S. R., Driver, M. K. & Julian, T. E. (2015). The effect of tutoring with nonstandard equations on the mathematics performance of second-grade students with mathematics difficulty. Journal of Learning Disabilities, 48, 523–534. doi:10.1177/0022219413512613.

Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L. & Changas, P. C.. (2015). Effects of a multi-tier support system on calculation, word-problem, and pre-algebraic learning among at-risk learners. Exceptional Children, 81, 443–470. doi:10.1177/0014402914563702.

Powell, S. R. & Fuchs, L. S. (2015). Intensive intervention in mathematics. Learning Disabilities Research and Practice, 30, 182–192. doi:10.1111/ldrp.12087.

Lemons, C. J., Powell, S. R., King, S. A. & Davidson, K. (2015). Mathematics interventions for children and adolescents with Down syndrome: A research synthesis. Journal of Intellectual Disability Research, 59, 767–783. doi:10.1111/jir.12188.

Cirino, P. T.., Fuchs, L. S.., Elias, J.., Powell, S. R.. & Schumacher, R. F.. (2015). Cognitive and mathematical profiles for different forms of learning disabilities. Journal of Learning Disabilities, 48, 156–175. doi:10.1177/0022219413494239.

Powell, S. R. & Stecker, P. M. (2014). Using data-based individualization to intensify mathematics intervention for students with disabilities. Teaching Exceptional Children, 46(4), 31–37. doi:10.1177/0040059914523735.

Powell, S. R., Fuchs, L. S. & Fuchs, D. (2013). Reaching the mountaintop: Addressing the Common Core Standards in mathematics for students with mathematics difficulties. Learning Disabilities Research & Practice, 28, 38–48. doi:10.1111/ldrp.12001.

Powell, S. R. (2012). Equations and the equal sign in elementary mathematics textbooks. The Elementary School Journal, 112, 627–648. doi:10.1086/665009.

Powell, S. R. (2012). High-stakes testing for students with mathematics difficulty: Response format effects in mathematics problem solving. Learning Disabilities Quarterly, 35, 3–9. doi:10.1177/0731948711428773.

Powell, S. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research & Practice, 26, 94–108.

Powell, S. R. & Fuchs, L. S. (2010). Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. Journal of Educational Psychology, 102, 381–394. doi:10.1037/a0018447.

Powell, S. R., Fuchs, L. S. & Fuchs, D. (2010). Embedding number combinations practice within word-problem tutoring. Intervention in School and Clinic, 46, 22–30. doi:10.1177/1053451210369516.

Institute of Education Sciences, Goal 3 Efficacy Grant
Institute of Education Sciences, Goal 3 Developing connections between word problems and mathematical equations to promote word-problem performance among students with mathematics difficulty.

National Academy of Education/Spencer Postdoctoral Fellowship
Understanding the influence of math symbols and vocabulary on math performance.

Greater Texas Foundation Faculty Fellowship
Investigating the effects of algebra and rational numbers performance on post-secondary preparation, access, and persistence for students with and without mathematics difficulty.

Interactive Read-Alouds for Prekindergarten and Kindergarten to Improve Literacy and Numeracy Skills
The primary purpose of this 5-year project is to develop interactive read-aloud resources for educators and caregivers that are empirically derived and improve valued outcomes related to mathematics, language, and reading. We work with educators in preschool and early-elementary settings and the caregivers of the children who receive educational services in such settings. We design interactive read-aloud materials focused on helping educators and caregivers capitalize on the rich array of early-numeracy and literacy trade books available in libraries, classroom collections, or in the home.

Samuel A. Kirk Award, Best Practitioner Article, Division for Learning Disabilities, Council for Exceptional Children (2016)

Early Career Publication Award, Council for Exceptional Children, Division for Research (2011)

Dissertation Award, Council for Exception Children, Division for Learning Disabilities (2010)

Outstanding Researcher Award, Council for Learning Disabilities (2009)

Robert Gaylord-Ross Award for Excellence in Scholarly Writing, Vanderbilt University, Department of Special Education (2009)

Dick Shores Teacher Education Award, Vanderbilt University, Department of Special Education (2009)

www.sarahpowellphd.com