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Beth Harn

Beth Harn's picture

Contact Info

Office Location: 
346 HEDCO Education Building
(541) 346-4247
Associate Professor
B.A., California State University, Fresno, 1991
M.S., California State University, Fresno, 1994
Ph.D., University of Oregon, 2000

Beth Harn, PhD, is an associate professor in special education who teaches graduate-level courses in special education and school psychology, including Design of Instruction, History of Special Education,  and Introduction to Learning Disabilities. She has previously taught classes on educational assessment and systems level academic interventions. She has expertise in early literacy assessment, instruction, and intervention development and implementation.

Dr. Harn's primary focus areas include three focal areas:

  • Systems, Instructional Approaches and Assessment Devices, to Improve Schoolwide Decision Making
  • Intervention Elements That Accelerate Learning For Students With Learning Disabilities
  • Impact of Intervention on the Neural Mechanisms of Attention/Executive Control

Selected publications:

Harn, B. A. (2017). Making RTI effective by coordinating the system of instructional supports. Perspectives on Language and Literacy, 44(4).

Harn, B. A., Parisi, D. & Stoolmiller, M. (2017). Examining the variation of fidelity across an intervention: Implications for measuring and evaluating student learning. Preventing School Failure, DOI:

Harn, B. A., Basaraba, D., Chard, D., & Fritz, R. (2015). The impact of schoolwide prevention efforts: Lessons learned from implementing independent academic and behavior support systems. Learning Disabilities: A Contemporary Journal, 13(1), 3-20.

Treble-Barna, A., Sohlberg, M., Harn, B. & Wade, S. (2015). Cognitive intervention for attention and executive function impairments in children with Traumatic Brain Injury: A pilot study. Journal of Head Trauma Rehabilitation, DOI: 10.1097/HTR.0000000000000200 

Harn, B. A., Fritz, R., & Berg, T. (2014). How do we deliver high quality literacy and reading instruction in inclusive schools? In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.) Handbook of Research and Practice For Effective Inclusive Schools (pp. 229-246). New York: Routledge.

Sohlberg, M., Harn, B., McPhereson, H., & Wade, S. (2014). A pilot study evaluating attention and strategy training following pediatric TBI. Clinical Practice in Pediatric Psychology, 2(3), 263-280.

Harn, B. A., Parisi, D., & Stoolmiller, M. (2013). Balancing fit and flexibility with fidelity: What do we really know about “fidelity of implementation” in schools? Exceptional Children, 79, 181-194.

Harn, B. & Chard, D. (2012). Fluency Strategies. In D. J. Chard, B. Cook, & M. Tankersley (Eds.) Research-Based Practices in Special Education. New York: Pearson 

Barton, E. & Harn, B. (2012). Educating Young Children With Autism Spectrum Disorders. Corwin Press: NY.

Harn, B. A., Biancarosa, G., Chard, D. J., & Kame`enui, E. J. (2011). Coordinating instructional supports to accelerate at-risk first grade readers performance: An essential mechanism for effective RTI. Elementary School Journal. Retrieved from

Stevens, C., Harn, B., Chard, D. J., Currin, J. Parisi, D., & Neville, H. (2011). Examining the role of attention and instruction in at-risk kindergarteners: Electrophysiological measures of selective auditory attention before and after an early literacy intervention. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219411417877

Harn, B. A., Linan-Thompson, S., & Roberts, G. (2008).  Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?  Journal of Learning Disabilities, 41, 115-125.

Chard, D. J., Stoolmiller, M., Harn, B. A., Wanzek, J., Vaughn, S., Linan-Thompson, S., &  Kame`enui, E. K. (2008).  Predicting reading success in a multilevel schoolwide reading model: A retrospective analysis.  Journal of Learning Disabilities, 41, 174-188.

Chard, D. & Harn, B. (2008). Project CIRCUITS: Center for Improving Reading Competence Using Intensive Treatments Schoolwide. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.) Schoolwide Prevention Models: Lessons Learned in Elementary Schools (pp. 70-83). New York: Guilford Publications. 

Harn, B. A., Stoolmiller, M., & Chard, D. J. (2008).   Measuring the dimensions of alphabetic principle on the reading development of first graders: The role of automaticity and unitization.  Journal of Learning Disabilities, 41, 143-157.


The overarching goal of Dr. Harn’s research focuses on answering one fundamental question: How do we accelerate learning for students with early and significant achievement disparities?  Through experimental and correlational research, she investigates methods to improve instructional effectiveness and efficiency organized around three primary questions:  1) What specific types of supports will improve schools’ educational decision making (e.g., data-based decision making, organizing instructional time, etc.)?;  2) What instructional variables can be shown to improve student reading proficiency (e.g., pacing, opportunities to respond, nature of error correction, etc.)?; 3) How do interventions impact the neural mechanisms of attention in struggling learners (e.g., executive function, self-regulation, etc.)?  Dr. Harn conducts, disseminates, and refines her research in three contexts: schools, teacher preparation, and doctoral training and leadership.