Q&A with: Michael Hebert
October 25, 2022
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Michael Hebert is an associate professor at the School of Education, and the director of the UCI Writing Project. His research interests include reading and writing development, how writing instruction influences reading development, and the identification of effective “writing to read” practices. Hebert received his Ph.D. from Vanderbilt University after spending eight years as a classroom teacher and reading specialist in public schools in Arizona, Massachusetts, and California.
Tell us about your background. I’m originally from Massachusetts, but I’ve lived and taught in six states (New Hampshire, Massachusetts, Arizona, Tennessee, Nebraska, and California). I was previously an elementary school teacher for third and fourth grades, and an elementary reading specialist in El Segundo, California. As a native New Englander, my sports loyalties are with my hometown teams I followed while growing up, including the Red Sox, Celtics, Bruins, and Patriots. I met Kobe Bryant when he came to my school for the NBA Read to Achieve Program, and I told him as much. It was nice to get in a jab at one of the best players in the game when he was on the other team. |
Michael Hebert
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What are your research interests? How did you become interested in these areas?
My ultimate goal is to conduct research that improves literacy access and outcomes for students who face difficulties when learning to read and write. I’m particularly interested in how writing can be used as a tool for improving reading and learning for these students.
I first lived in California from 2002 to 2007, when I was a reading specialist at Center Street School in El Segundo. My interests in research and writing started there, when I noticed that students’ reading skills improved more when I included writing as a part of the instruction. That was really the jumping off point for my doctoral studies and career in research. I conducted a meta-analysis with Steve Graham titled “Writing to Read,” which has been a basis for much of my work since.
As a former reading specialist, I am also particularly interested in identifying ways to improve reading and writing skills for students with learning disabilities. This led to my work in special education, which has grown into identifying ways to provide access to reading and writing opportunities to students with disabilities, and students facing other barriers in reading and writing access, such as language or economic barriers. My interests include developing instructional approaches and professional development for teachers that address these issues.
What are the challenges students face in literacy, and how can they best be supported?
Many children face challenges with access due to learning disabilities or other disabilities, as well as economic, social, or language barriers. The best way to support students is to understand how children develop literacy skills, how development of literacy skills might be impacted by different types of challenges, and how we might help students overcome those challenges to develop skills or use literacy tools for learning.
Tell us about your upcoming IES Pandemic Recovery grant.
My new IES Pandemic Recovery grant is already in full swing. We’ve designed a program to accelerate reading development for children who were impacted by the pandemic.
My ultimate goal is to conduct research that improves literacy access and outcomes for students who face difficulties when learning to read and write. I’m particularly interested in how writing can be used as a tool for improving reading and learning for these students.
I first lived in California from 2002 to 2007, when I was a reading specialist at Center Street School in El Segundo. My interests in research and writing started there, when I noticed that students’ reading skills improved more when I included writing as a part of the instruction. That was really the jumping off point for my doctoral studies and career in research. I conducted a meta-analysis with Steve Graham titled “Writing to Read,” which has been a basis for much of my work since.
As a former reading specialist, I am also particularly interested in identifying ways to improve reading and writing skills for students with learning disabilities. This led to my work in special education, which has grown into identifying ways to provide access to reading and writing opportunities to students with disabilities, and students facing other barriers in reading and writing access, such as language or economic barriers. My interests include developing instructional approaches and professional development for teachers that address these issues.
What are the challenges students face in literacy, and how can they best be supported?
Many children face challenges with access due to learning disabilities or other disabilities, as well as economic, social, or language barriers. The best way to support students is to understand how children develop literacy skills, how development of literacy skills might be impacted by different types of challenges, and how we might help students overcome those challenges to develop skills or use literacy tools for learning.
Tell us about your upcoming IES Pandemic Recovery grant.
My new IES Pandemic Recovery grant is already in full swing. We’ve designed a program to accelerate reading development for children who were impacted by the pandemic.
