Anthony Koutsoftas

Anthony Koutsoftas is an Associate Professor in the Department of Speech-Language Pathology at Seton Hall University's School of Health and Medical Sciences. He directs the Reading, Oral Language and Writing Laboratory (ROW-Lab) and has extensive experience as a speech-language pathologist, including five years with the New York City Department of Education. Dr. Koutsoftas teaches at undergraduate, graduate, and doctoral levels using diverse instructional approaches including collaborative group work, applied projects, real-life clinical examples, and critical analysis of educational policies.

Dr. Koutsoftas earned his PhD in Speech and Hearing Sciences from Arizona State University in 2010, with supporting areas of emphasis in Language and Literacy. His dissertation focused on 'A Structural Equation Model of the Writing Process in Sixth Grade Students.' He also holds an MS in Speech-Language Pathology from Teachers College, Columbia University (2001) and a BS in Speech Language Pathology & Audiology from New York University (1999).

Dr. Koutsoftas specializes in language and literacy development, with particular focus on writing skills in school-age children. His research examines the relationships among reading, oral language, and writing abilities in children with and without language difficulties. He is particularly interested in equitable interventions for diverse learner populations, classroom-based collaborative interventions, and writing development across the lifespan. The focus and mission of the ROW-Lab is to identify interventions for children at risk for academic failure, with current projects targeting writing skills in students with language-based learning disabilities.

Analysis of Dr. Koutsoftas's recent publications reveals a strong focus on writing development in school-age children, particularly those with language-based learning disabilities. His research spans multiple areas including writing assessment, strategy-based instruction, telepractice interventions, and collaborative service delivery models. A consistent theme across his work is the exploration of how oral language abilities relate to reading and writing development. His studies often examine specific writing components such as spelling, noun phrase usage, and written cohesion, with practical applications for school-based interventions.

• SHMS Health Sciences, Researcher of the Year, Seton Hall University (2021, 2013)
• Archbishop John J. Myers Outstanding Educator Award in Health Sciences (2017, 2012)
• Research Training Institute on Cluster-Randomized Trials, Institute of Education Sciences (2018)
• Clinical Practice Research Institute, American Speech Language Hearing Association (2018)
• Summer Research Training Institute in Single-Case Research Design and Analysis (2018)

Dr. Koutsoftas has secured significant grant funding for his research, most notably a $1.4 million grant from the Institute of Education Sciences for Project WILLD (Writing in Students with Language-based Learning Disabilities). He also co-leads 'Project Write to Learn,' funded by the Office of Special Education Program with $1.23 million. These projects involve collaborations with school districts and focus on developing and evaluating interventions for students with writing difficulties. Dr. Koutsoftas provides educational consulting services to districts, schools, and families regarding the language and literacy needs of students receiving special education services.

Dr. Koutsoftas directs the Reading, Oral Language and Writing Laboratory (ROW-Lab) at Seton Hall University, which focuses on studying the development and relationships among reading, oral language, and writing abilities in typical and disordered populations. The ROW-Lab conducts several ongoing projects including Project WILLD, implementation studies of writing interventions, and research on IEP team collaboration. The lab actively collaborates with school districts and involves graduate students in research activities, creating a strong bridge between academic research and clinical practice in school settings.