# Sarah Powell

**Associate Professor, Department of Special Education**

**Phone:**+1 512 475 6556

**Email:**srpowell@utexas.edu

**Office:**SZB 5.804D

View Curriculum Vitae (pdf)

Sarah R. Powell is an Associate Professor in the Department of Special Education at The University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently.

Powell is currently Principal Investigator (PI) of an Institute of Education Sciences (IES) efficacy grant (RAAMPS) related to word-problem solving at Grade 4. Powell is also PI of SPIRAL, an IES grant which works collaboratively with Grade 4 and 5 teachers who provide mathematics instruction to students with mathematics difficulty. Powell is Co-PI of STAIR 2.0 (funded by IES) in which the team works with middle school special education math teachers and SCALE (funded by the US Department of Education) in which the team is replicating a fraction intervention in Grades 4-8. Powell collaborates on Math Words, as IES development grant about mathematics vocabulary. She also assists with a word-problem project funded as a Small Business Innovation Research (SBIR) grant to Querium. To help create the next generation of researchers focused on mathematics, Powell is PI of a doctoral leadership grant (LIME) funded by Office of Special Education Programs. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019.

Powell understands all of these efforts are a team effort, and she thanks her project leads, graduate students, research assistants, and research collaborators as well as the teachers and students who participate in these projects.

**Ph.D.**, Vanderbilt University

**M.S.Ed.**, Vanderbilt University

**B.A.**, Centre College

Develops and tests interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, data-based decision making, and the vocabulary within math.

**Associate Editor,**Journal of Learning Disabilities(2017 - 2023)

**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)

*Learning Disability Quarterly*,

*45*(1), 6–18. doi:10.1177/0731948720922198.

*The Elementary School Journal*,

*122*(3), 452–473. doi:10.1086/717888.

*Journal of Research on Educational Effectiveness*,

*15*(1), 52–77. doi:10.1080/19345747.2021.1961332.

*Journal of Learning Disabilities*,

*55*(5), 359–374. doi:10.1177/00222194211047635.

*Beyond Behavior*,

*31*(5), 5–15. doi:10.1177/10742956211072267.

*Review of Educational Research*,

*92*(2), 288–325. doi:10.3102/00346543211054576.

*Learning Disabilities Research and Practice*,

*37*(1), 37–50. doi:10.1111/ldrp.12273.

*Journal of Learning Disabilities*,

*54*(4), 284–299. doi:10.1177/0022219420986120.

*Contemporary Educational Psychology*,

*67*, 102017. doi:10.1016/j.cedpsych.2021.102017.

*Psychology in the Schools*,

*58*(2), 307–331. doi:10.1002/pits.22448.

*Learning and Individual Differences*,

*92*, 102061. doi:10.1016/j.lindif.2021.102061.

*Contemporary Educational Psychology*,

*67*, 102017. doi:https://doi.org/10.1016/j.cedpsych.2021.102017.

*Remedial and Special Education*,

*42*(3), 182–192. doi:10.1177/0741932520923063.

*Mathematical Thinking and Learning*,

*23*(2), 145–169. doi:10.1080/109860652020.1777365.

*Journal of Educational Psychology*,

*113*(5), 145–169. doi:10.1037/edu0000513.

*Reading and Writing: An Interdisciplinary Journal*,

*34*(2), 417–447. doi:https://doi.org/10.1007/s11145-020-10076-8.

*Studies in Educational Evaluation*,

*69*, 100897. doi:10.1016/j.stueduc.2020.100897.

*Journal of Mathematical Behavior*. doi:10.1016/j.jmathb.2020.100759.

*Learning Disability Quarterly*. doi:https://doi.org/10.1177/0731948720922198.

*Contemporary Educational Psychology*,

*60*(101811), 1–9. doi:10.1016/j.cedpsych.2019.101811.

*Assessment for Effective Intervention*,

*45*(3), 226–234. doi:10.1177/1534508418820116.

*Gesture*,

*17*(3), 374–415. doi:https://doi.org/10.1075/gest.17014.mar.

*Reading and Writing Quarterly: Overcoming Learning Difficulties*,

*36*(2), 157–175. doi:10.1080/10573569.2019.1700858.

*ZDM Mathematics Education*,

*52*(1), 151–163. doi:10.1007/s11858-019-01093-1.

*Reading and Writing Quarterly: Overcoming Learning Difficulties*,

*36*(2), 124–141. doi:10.1080/10573569.2019.1677538.

*Journal of Learning Disabilities*,

*53*(4), 244–276. doi:https://doi.org/10.1177/0022219419881646.

*Assessment for Effective Intervention*,

*45*(5), 266–276. doi:https://doi.org/10.1177/1534508418809884.

*Teaching Exceptional Children*,

*51*(4), 286–295. doi:10.1177/0040059918808762.

*Learning Disabilities: A Multidisciplinary Journal*,

*24*(3), 1–14. doi:10.18666/LDMJ-2019-V24-I2-9835.

*Learning and Individual Differences*,

*74*(101758). doi:10.1016/j.lindif.2019.101758.

*Learning Disabilities Research and Practice*,

*34*(3), 144–157. doi:10.1111/ldrp.12202.

*Remedial and Special Education*,

*39*(6), 327–340. doi:10.1177/0741932517731887.

*Journal of Learning Disabilities*,

*51*(6), 523–539. doi:10.1177/0022219417714773.

*Assessment for Effective Intervention*,

*43*, 144–156. doi:10.1177/1534508417745627.

*Learning Disabilities Research and Practice*,

*32*(4), 231–245. doi:10.1111/ldrp.12144.

*The Elementary School Journal*,

*117*(4), 664–686. doi:10.1086/691604.

*Journal of Writing Research*,

*8*(3), 493–526. doi:10.17239/jowr-2017.08.03.04.

*Learning and Individual Differences*,

*57*, 22–32. doi:10.1016/j.lindif.2017.05.011.

*Exceptional Children*,

*83*(4), 359–377. doi:10.1177/0014402917690728.

*Texas Mathematics Teacher*,

*63*(2), 6–12.

*Education and Training in Autism and Developmental Disabilities*,

*52*(2), 208–222.

*Learning Disability Quarterly*,

*40*(1), 41–53. doi:10.1177/0731948716646730.

*Teaching Exceptional Children*,

*49*(1), 7–17. doi:10.1177/0040059916654901.

*Childhood Education*,

*92*, 86–91. doi:10.1080/00094056.2016.1134253.

*Learning Disabilities Research and Practice*,

*31*(3), 130141. doi:10.1111/ldrp.12103.

*Reading and Writing*,

*29*(7), 15111537. doi:10.1007/s11145-016-9649-5.

*Early Education and Development*,

*26*(3), 377–398. doi:10.1080/10409289.2015.994466.

*Learning Disability Quarterly*,

*38*(4), 221–233. doi:10.1177/0731948714564574.

*Intervention in School and Clinic*,

*50*(5), 266–272. doi:10.1177/0731948714564574.

*Intervention in School and Clinic*,

*51*(2), 90–96. doi:10.1177/1053451215579269.

*Journal of Learning Disabilities*,

*48*(5), 523–534. doi:10.1177/0022219413512613.

*Exceptional Children*,

*81*(4), 443–470. doi:10.1177/0014402914563702.

*Learning Disabilities Research and Practice*,

*30*, 182192. doi:10.1111/ldrp.12087.

*Journal of Intellectual Disability Research*,

*59*(8), 767783. doi:10.1111/jir.12188.

*Journal of Learning Disabilities*,

*48*(2), 156175. doi:10.1177/0022219413494239.

*Teaching Exceptional Children*,

*46*(4), 31–37. doi:10.1177/0040059914523735.

*Learning Disabilities Research & Practice*,

*28*(1), 38–48. doi:10.1111/ldrp.12001.

*The Elementary School Journal*,

*112*, 627–648. doi:10.1086/665009.

*Learning Disabilities Quarterly*,

*35*(1), 3–9. doi:10.1177/0731948711428773.

*Learning Disabilities Research & Practice*,

*26*(2), 94–108. doi:10.1111/j.1540-5826.2011.00329.x.

*Journal of Educational Psychology*,

*102*(2), 381–394. doi:10.1037/a0018447.

*Intervention in School and Clinic*,

*46*(1), 22–30. doi:10.1177/1053451210369516.

Developed a Grades 3 word-problem intervention. Funded by the Institute of Education Sciences.

Support for middle school mathematics teachers of students with disabilities. Funded by the Institute of Education Sciences.

**SCALE: Scalability, capacity, and learning engagement for Fraction Face-Off to accelerating mathematics learning of students experiencing mathematics difficulty**

Replication of a fraction intervention at Grades 4-8. Funded by U.S. Department of Education, Office of Elementary and Secondary Education, Education Innovation and Research (EIR), Mid-Phase Grant.

**Math SPIRAL: Specialized instruction to reach all learners**

Support for teachers in Grades 4 and 5 who provide mathematics intervention to students. Funded by the Institute of Education Sciences.

**LIME: Leaders investigating mathematics evidence**

Doctoral leadership grant funding 12 Ph.D. students focused on mathematics and special education. Funded by the U.S. Department of Education, Office of Special Education Programs.

**RAAMPS: The role of algebraic reasoning within additive and multiplicative multi-step problem solving for students with mathematics difficulty**

Developing a single- and multi-step word-problem intervention for students in Grade 4. Funded by the Institute of Education Sciences.

**Dean's Distinguished Research Award**, The University of Texas at Austin (2022)

**Presidential Early Career Award for Scientists and Engineers (PECASE)**, U.S. Government (2019)

**Distinguished Early Career Research Award**, Division for Research, Council for Exceptional Children (2018)

**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)

**Tessa Arsenault**

*(Supervisor)*

**Zhina Shen**

*(Supervisor)*

**Danielle O Lariviere**

*(Supervisor)*

**Syeda Sharjina Akther**

*(Supervisor)*

**Sarah G King**

*(Supervisor)*

Sarah is a doctoral student primarily interested in improving outcomes for emergent bilingual students with or at-risk for mathematics learning disabilities.

**Alison Hardy**

*(Supervisor)*

**Jessica Mao**

*(Supervisor)*

**Xin Lin, Ph.D., 2022**

*(Supervisor)*

The University of Texas at Austin

**Samantha Bos, Ph.D., 2022**

*(Supervisor)*

The University of Texas at Austin

Year | Semester | Course |
---|---|---|

2023 | Spring | SED 378T: Tchg Math To Studnt Disabil |

2022 | Fall | EDC 370E: 5-Mathematics-F |

2022 | Spring | SED 395D: Seminar Lrning Disab: Math |

2021 | Fall | SED 695SA: Professional Seminar |

2021 | Fall | EDC 370E: 5-Mathematics-F |

2020 | Fall | EDC 370E: 5-Mathematics-F |

2019 | Spring | SED 383: 11- Intrvntns: Math Disablts |

2018 | Fall | EDC 370E: 5-Mathematics-F |

2018 | Spring | SED 383: 11- Intrvntns: Math Disablts |

2017 | Fall | EDC 370E: 5-Mathematics-F |

2017 | Summer | SED f393: 5-Appld Rsch In Sed/Rehab Coun |

2017 | Spring | SED 395D: 3-Sem In Learning Disabilities |

2017 | Spring | SED 383: 11- Intrvntns: Math Disablts |

2016 | Fall | SED 383: 7-Assessment In Special Educ |

2016 | Fall | EDC 370E: 5-Mathematics-F |

2016 | Spring | SED 383: 9-Instructional Adaptations II |

2015 | Fall | EDC 370E: 5-Mathematics-F |

2015 | Spring | SED 383: 9-Instructional Adaptations II |

2014 | Fall | EDC 370E: 5-Mathematics-F |

2014 | Spring | SED 383: 9-Instructional Adaptations II |

Early Math Predicts Later Math: Implications for Intervention