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Meet Our Faculty

M. Tara Joyce, Ed.D.

Assistant Professor, Graduate Reading Program, School of Education

Email: joyce@sxu.edu

Areas of Specialization

Literacy, Reading Disabilities/Dyslexia, Literacy Coaching, Adolescent Literacy, Teacher Training in Reading

Biography

Dr. Joyce earned an M.S. in reading education from Syracuse University and an Ed.D. in human development and reading from Harvard University. Her teaching experience includes positions as a classroom teacher, Title I reading teacher and reading specialist. She has worked in the adult literacy and dyslexia fields as well. She taught undergraduate and graduate reading courses at the university level at several universities before becoming a faculty member at Saint Xavier University in 2008. 

At Saint Xavier University, Dr. Joyce enjoys teaching graduate reading courses to both on-campus and off-campus cohorts of candidates in the Reading Specialist Program, and she looks forward to teaching in the online Individualized Program for teachers seeking a Reading Teacher Endorsement. She leads the Reading Specialist/Literacy Coach Group of candidates and alumni who meet monthly to discuss issues related to literacy coaching and teaching literacy to children and adolescents. Dr. Joyce serves on the board of Everyone Reading Illinois, a state organization dedicated to increasing awareness of, and improving services for, individuals who struggle with reading, especially those who have the learning disability of dyslexia.

Courses Offered

Selected Publications

Joyce, M.T. (in press). Reading disabilities and the Common Core: Implications for secondary students. The Primer, 42(2).

Joyce, M.T. (2013). How to support literacy coaches: Top five tips. Florida Reading Journal, 49(3), 32-37.

Sawyer, D.J., & Joyce, M.T. (2006). Research in spelling: Implications for adult basic education. In J. Comings, B. Garner, & C. Smith (Eds.), Review of Adult Learning and Literacy, 6 (pp. 71-112). Mahwah, NJ: Erlbaum.

Joyce, M.T. (2003). Cracking the code. Principal Leadership, 4(3), 29-35.