Karen Renee Harris

Karen Renee Harris is a Professorial Fellow at the Institute for Learning Sciences and Teacher Education (ILSTE) within the Faculty of Education and Arts at Australian Catholic University. Her research focuses on evidence-based writing instruction, particularly for students with learning difficulties and diverse language backgrounds. She is renowned for pioneering the Self-Regulated Strategy Development (SRSD) methodology, which integrates metacognitive and behavioral strategies to enhance writing skills.

Her work emphasizes the interplay between reading and writing, advocating for integrated literacy approaches. Key areas of interest include teacher professional development, motivational factors in writing, and interventions for students with learning disabilities. Harris has collaborated extensively with institutions globally, contributing to policy discussions on educational assessment and equity.

Recent studies highlight her investigations into SRSD implementation in K-12 settings, including randomized controlled trials assessing its impact on transcription skills, persuasive writing, and cross-disciplinary literacy outcomes. She has also explored barriers to evidence-based practices in education and the role of formative assessment in writing development.

Her research frequently addresses marginalized populations, such as English language learners and African American male students, ensuring her work has practical applications in diverse classrooms. Collaborations with co-authors like Steve Graham and Debra McKeown underscore her commitment to bridging research and practice in educational psychology and special education.