Sherry Mee Bell is an Associate Professor and Interim Department Head of Theory and Practice in Teacher Education, College of Education, Health, and Human Sciences. Bell has over 25 years experience in education and assessment of exceptional students, particularly those with learning disabilities. An experienced special educator and psychologist, her scholarly interests include assessment and instruction in reading, especially for children and adults who struggle; education of gifted students; attributional style; second language acquisition for students with exceptionalities; and teacher education.
Bell is the author of numerous scholarly articles in such journals as Journal of Learning Disabilities, Assessment for Effective Intervention, Psychology in the Schools, and Journal of Adolescent and Adult Literacy. In 2007 she served as guest co-editor of the International Dyslexia Association’s Perspectives on adult literacy and is co-author of The Handbook of Reading Assessment (2008) and Assessment of Reading Instructional Knowledge-Adults (in press).
Bell, S.M. (in 2011). Use of nonverbal cognitive assessment to distinguish learning disabilities from second language learning difficulties. In Mather, N., & Jaffe, L. (Eds.) Comprehensive evaluations: Case reports for psychologists, diagnosticians, and special educators. Hoboken, NJ: John Wiley & Sons, pp. 553-561.
Benner, S., Bell, S.M., & Broemmel, A. (2011). Teacher education and reading disabilities, pp. 68-78. In Allington, R. & McGill-Franzen, A. (Eds.). Handbook of reading disability research. New York: Routledge.
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