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Marissa Pilger Suhr is an Assistant Professor in School Psychology at the University of Washington. Her research focuses on the adoption and effective implementation of multi-tiered systems of support (MTSS) for reading among elementary students at risk for reading difficulties, particularly within historically marginalized communities. She has developed and tested evidence-based programs and practices aimed at addressing barriers to literacy. Her work is informed by implementation science and centers on the development and testing of interventions that support elementary school students with reading disabilities, as well as scaling evidence-based practices within MTSS frameworks. Suhr has secured significant funding for her research and has been a key personnel in federally funded grants supported by the U.S. Department of Education and the National Science Foundation. Moreover, she provides professional development and technical assistance to schools and districts regarding literacy and has published multiple articles in notable journals. Her teaching experience includes courses in education psychology.
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