Marissa Pilger Suhr
Research Assistant Professor
Dr. Marissa Pilger Suhr is a research assistant professor at Boston University Wheelock College of Education & Human Development. A former literacy intervention coordinator, Dr. Pilger Suhr’s research focuses on multitiered systems of support in reading and mathematics, including screening and identification of students with or at risk for learning disabilities, evidence-based instruction and intervention, and professional development and coaching for school staff.
Dr. Pilger Suhr’s work has centered on studying and addressing facilitators and barriers to implementation of evidence-based practices in schools and districts across the country. She has led development efforts and provided professional development and technical assistance to schools, districts, and state leaders related to multitiered systems of support in reading, reading instruction and intervention, and data-based decision making through her work on the National Center on Improving Literacy (NCIL), a nationwide evaluation of multitiered systems of support in reading funded by the Institute for Education Sciences, and a dyslexia pilot project funded by the Colorado Department of Education.
Dr. Pilger Suhr has also served as key personnel or research coordinator for grants funded by the Institute for Education Sciences, the National Science Foundation, and the Office of Special Education Programs. She currently is research coordinator for the implementation arm of an IES-funded effectiveness replication study of Enhanced Core Reading Instruction (ECRI), and for an IES-funded Development and Innovation study for a Tier 3 reading intervention.
Education
PhD, School Psychology, University of Oregon
MS, Special Education, University of Oregon
BA, Psychology, Williams College
Selected Publications
Petscher, Y. & Pilger Suhr, M. (2022). Considerations for Choosing and Using Screeners for Students with Disabilities. In C. J. Lemons, S. R. Powell, K. L. Lane, & T. C. Aceves (Eds.), Handbook of Special Education Research, Volume II. Research-Based Practices and Intervention Innovations (pp. 82-96). Taylor & Francis.
Pilger Suhr, M., Nese, J. F. T., & Alonzo, J. (2021). Parallel Reading and Mathematics Growth for English Learners: Does Timing of Reclassification Matter? Journal of School Psychology.
Clarke, B. S., Doabler, C. T., Sutherland, M., Pilger Suhr, M., Kiru, E. W. (2021).
Intensifying early numeracy interventions. In D. P. Bryant (Ed.), Intensifying Mathematics Interventions for Struggling Students.
Fien, H., Nelson, N. J., Smolkowski, K., Kosty, D., Pilger, M., Baker, S. K., Smith, J. L. M. (2020). A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model. Exceptional Children.
Shanley, L., Strand Cary, M., Turtura, J., Clarke, B., Sutherland, M., & Pilger, M. (2019). Individualized instructional delivery options: Adapting technology-based interventions for students with attention difficulties. Journal of Special Education Technology.
Selected Presentations
ilger Suhr, M. (2023, February). An Argument-Based Approach to Curriculum-Based Measure Validation Within Multi-Tiered Systems of Support: Does Instructional Effectiveness Matter? Poster presented at the Pacific Coast Research Conference, San Diego, CA.
Nelson Fien, N. J. & Pilger Suhr, M. (2022, November). Enhancing Core (Tier I) Reading
Instruction to Effectively Teach All Learners at the Elementary Level. Workshop conducted for the CEC Virtual Literacy Institute.
Pilger Suhr, M. (2021, March). Setting Reasonable and Ambitious Goals with Zones of Growth. Paper presented at the Council for Exceptional Children Annual Convention, Virtual.
Ives, C., Landis, B., Pilger Suhr, M., & Biancarosa, G. (2020, February). Reading Risk Profiles: Using Screening Assessment Data to Inform Instruction. Paper presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.
Ives, C., Pilger Suhr, M., & Gearin, B. (2019, October). DIBELS 8 and Dyslexia: Applications for Screening and Progress Monitoring. Paper presented at the International Dyslexia Association Annual Conference, Portland, OR.
Ives, C., Masser, J., Furjanic, D, Pilger Suhr, M., Roy, K., & Fien, H. (2019, February). Examining Curricula and Phonemic Awareness Outcomes Following Federal Reading Reform. Poster presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.