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Dr. Karen R. Harris is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University. She has worked in the field of education for over 40 years, initially as a general education teacher and then as a special education teacher. Throughout her teaching and research career, she has chosen to work in highly diverse schools in low income areas due to her commitment to improving teaching and learning for all students. Her research focuses on informing and improving theory, research, and practice related to writing development among students with high incidence disabilities, students who struggle with writing, and normally achieving students. She is interested in validating instructional approaches for heterogeneous classrooms derived from integrating multiple, evidence-based theories.

She developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction; SRSD has been most extensively researched in the area of writing, although researchers have also addressed applications in reading, math, and homework. Karen Harris' research focuses on theoretically based interventions for the development of academic and self-regulation abilities among students who are at-risk and those with disabilities, as well as effective models of in-service teacher preparation for writing instruction for all students. In addition, she investigates approaches to professional development on evidence-based practices in writing that result in sustainable changes in the quality of writing instruction.

Her current research focuses on continued refinement of SRSD, development of new writing and reading strategies to address Common Core State Standards, practice-based professional development in SRSD for general and special educators (focusing on outcomes among both teachers and students), and on using technology to improve literacy instruction.

Former editor of the Journal of Educational Psychology, Dr. Harris was also senior editor of the American Psychological Association Educational Psychology Handbook (2012). She is the lead editor (along with Steve Graham) of the What Works for Special Needs Learners series published by Guilford Press.

She is a Fellow of both the American Psychological Association and the American Educational Research Association. She served as President of Division 15, Educational Psychology, of the American Psychological Association. She has served as President of the Division for Research of the Council for Exceptional Children and as an officer or committee member for the American Educational Research Association and the American Psychological Association. She has also served on committees or panels for organizations, including the National Institute of Child Health and Human Development, the International Reading Association, and the International Society for the Advancement of Writing Research.

She has received several awards including the Career Research Award from the International Council for Exceptional Children, the Samuel A. Kirk Award from the Division of Learning Disabilities, and the Distinguished Researcher Award from the Special Education Interest Group of the American Educational Research Association. Fellow American Educational Research Association (AERA), President, Division 15 American Psychological Association (APA), 2015 Kauffman-Hallahan Distinguished Researcher Award Council for Exceptional Children, Division for Research

Selected Work • Journal article Lane, K., Harris, K. R., Graham, S., Driscoll, S., Sandmel, K., Morphy, P., Hebert, M., & House,E. (2011). The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4, 322-353.

• Journal article Harris, K. R., Lane, K. L., Driscoll, S., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges. Elementary School Journal, 113, 160-191.
Print Resources 1. Harris, K.R., Graham, S., Mason, L.H., & Friedlander, B. (2008). Powerful Writing Strategies for All Students. Baltimore, MD: Brookes. Writing Better: Teaching Writing Processes and Self-Regulation to Students with Learning Problems. Baltimore, MD: Brookes. Making the Writing Process Work: Strategies for Composition and Self-Regulation (2nd Ed.). Cambridge: Brookline Books. Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students with Disabilities. Focus on Exceptional Children, 35, 1 - 16. Making it Work: Differentiating Tier Two Writing Instruction with Self-Regulated Strategy Development in Tandem with Schoolwide Positive Behavioral Support for Second Graders.