Brandy Gatlin-Nash

picture of Brandy  Gatlin-Nash

Assistant Professor
School of Education

Ph.D., Florida State University, 2015, Curriculum & Instruction: Special Education
M.S., Florida State University, 2004, Special Education: Emotional Disturbances/Learning Disabilities
B.S., Florida State University, 2004, Special Education: Emotional Disturbances/Learning Disabilities

Phone: (949) 824-2346

University of California, Irvine
3200 Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Language, Reading, Writing, Cultural & Linguistic Diversity, Measurement & Assessment, Instruction
Academic Distinctions
Fellow, Predoctoral Interdisciplinary Research Training (PIRT) Fellowship Program, U.S. Department of Education, Institute of Education Sciences, Florida Center for Reading Research, Florida State University, 2011-2015

Doctoral Student Scholar, Council for Exceptional Children, Division for Research, 2015

National Achievement Scholar, National Merit Scholarship Corporation, Florida State University, 1999-2004

Recipient, Foundation Scholarship, Florida State University, 2003
Postdoctoral Research Associate & Project Director, Urban Child Study Center, Georgia State University, 2016

Exploration of Writing Instruction for Kindergarten Children
U.S. Department of Education, Institute of Education Sciences
PI: Ying Guo; Co-PI: Cynthia Puranik

Educare Learning Network Implementation Study, Educare Follow-Up Study, and The Kindergarten Plus Project
Sheltering Arms Early Education & Family Centers, Annie E. Casey Foundation, and Buffet Early Childhood Education Fund
PI: Nicole Patton Terry

Postdoctoral Research Associate, Florida Center for Reading Research, Florida State University, 2015

A Longitudinal and Experimental Investigation of Written Expression
National Institute of Health Multidisciplinary Learning Disabilities Center
PIs: Young-Suk Grace Kim & Jeanne Wanzek
Program Project Principal Investigator: Rick Wagner

Academic Language & Writing for Children in Kindergarten to Fourth Grade: A Longitudinal Study
U.S. Department of Education, Institute of Education Sciences
PI: Young-Suk Grace Kim
Research Abstract
How do we promote academic achievement among children from disadvantaged backgrounds? In an increasingly competitive society, the need to address this question has, perhaps, never been more apparent. Understanding the needs of children from racially, ethnically, economically, and linguistically diverse backgrounds is a priority in educational research and, as such, is a major focus of Dr. Brandy Gatlin-Nash's work. The majority of Dr. Gatlin-Nash's research thus far has explored relations among language variation, namely nonmainstream American English or dialect, and literacy achievement among culturally and linguistically diverse students in early developmental stages of reading. As part of her ongoing research, Dr. Gatlin-Nash is extending current literature by investigating dialect use in writing and examining relations among dialect use in various contexts and literacy outcomes. Her ongoing research will also explore similarities and differences among bilingual and bidialectal learners in order to determine potential implications for improvement in assessment and instruction among linguistically diverse students.
Awards and Honors
Division of Teaching Excellence and Innovation, Celebration of Teaching, Dean's Honoree for Teaching Excellence, University of California, Irvine, School of Education (2021)

Faculty Mentorship Award for Inclusive Excellence, University of California, Irvine, School of Education (2020)
Gatlin-Nash, B., Peña, E., Bedore, L., Simon-Cereijido, G., & Iglesias, A. (in press). English language learners & African American English use on the morphosyntax subtest of the BESA. Journal of Speech, Language, and Hearing Research.
Gatlin-Nash, B., Hwang, J. K., Tani, N. E., Zargar, E., Wood, T. S., Yang, D., Powell, K. B., & Connor, C. M. (2021). Using assessment to improve the precision of teachers’ perceptions of students’ academic competence. Elementary School Journal, 121(4), 609-634. doi:10.1086/714083
Gatlin-Nash, B., Johnson, L., & Lee-James, R. (2020). Linguistic differences and learning to read for nonmainstream dialect speakers. Perspectives on Language & Literacy, 46(3), 28-35.
Johnson, L. & Gatlin-Nash, B. (2020). Evidence-based practices in the assessment and intervention of language-based reading difficulties among African American learners. Perspectives on Language & Literacy, 46(2), 19-23.
Kim, Y.-S. G., Gatlin, B., Wanzek, J., & Al Otaiba, S. (2018). Theorization and an empirical investigation of the component-based and developmental text writing fluency construct. Journal of Learning Disabilities, 51(4), 320-335. doi:10.1177/0022219417712016
Terry, N. P., Gatlin, B., & Johnson, L. (2018). Same or different: How bilingual readers can help us understand bidialectal readers. Topics in Language Disorders, 38(1), 50-65. doi:10.1097/TLD.0000000000000141
Gatlin, B. & Wanzek, J. (2017). Elementary students’ use of dialect and reading achievement: Examining students with disabilities. Exceptional Children, 84(1), 97-115. doi:10.1177/0014402917727248
Wanzek, J., Gatlin, B., Kim, Y.-S., & Al Otaiba, S. (2017). The impact of transcription writing interventions for first grade students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(5), 484-499. doi: 10.1080/10573569.2016.1250142
Kim, Y.-S., Schatschneider, C., Wanzek, J., Gatlin, B., & Al Otaiba, S. (2017). Writing evaluation: An investigation of rater and task effect on reliability of writing scores for children in Grades 3 and 4. Reading & Writing, 30(6), 1287-1310. doi:10.1007/s11145-017-9724-6
Gatlin, B. & Wilson, C. L. (2016). Overcoming obstacles: African American students with disabilities achieving academic success. Journal of Negro Education, 85(2), 129-142. doi: 10.7709/jnegroeducation.85.2.0129.
Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M., & Capin, P. (2016). Meta-analysis of the effects of tier 2 type reading interventions in grades K-3. Educational Psychology Review, 28(3), 551-576. doi: 10.1007/s10648-015-9321-7
Gatlin, B., Wanzek, J., & Al Otaiba, S. (2016). An examination of early oral language for African American students: Are there meaningful differences in comparison to peers? Reading & Writing Quarterly: Overcoming Learning Difficulties, 32(5), 477-498. doi:10.1080/10573569.2015.1039737
Wanzek, J., Al Otaiba, S., & Gatlin, B. (2016). Implementation of tier 2 interventions in the primary grades. In S. R. Jimenson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of multi-tiered systems of support, second edition (pp. 329-340). New York: Springer.
Gatlin, B. & Wanzek, J. (2015). Relations among children’s use of dialect and literacy skills: A meta-analysis. Journal of Speech, Language, and Hearing Research, 58(4), 1306-1318. doi:10.1044/2015_JSLHR-L-14-0311
Kim, Y.-S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (2015). Toward an understanding of dimensions, predictors, and gender gap in written composition. Journal of Educational Psychology, 107(1), 79-95. doi: 10.1037/a0037210
Lydia Donaldson Tutt-Jones Memorial Research Grant, African American Success Foundation, Inc., 2012, PI, $5,000
Graduate Research Grant, Florida State University, 2012, $1,000
Dean’s Research Fund, School of Education, University of California, Irvine, 2019, $2,472.19
Black Voices in Higher Education: Integration, Acceptance, Assimilation, and Resistance, Inclusive Excellence Spirit Award, Office of Inclusive Excellence, University of California, Irvine, 2019-2020, Award Amount: $4,984.00, Role: Principal Investigator
Translating Cognitive and Brain Science in the Laboratory and Field to Language Learning Environments, National Science Foundation, Partnerships for International Research in Education (PIRE) (PI: Judith Kroll), 2019-2022, Award Amount: $5,000,000.00, Role: Faculty Mentor
R2D2.0: Preparing the Next Generation of Reading Disabilities & Dyslexia Researchers, U.S. Department of Education, Office of Special Education & Rehabilitative Services, Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel (PI: Nicole Patton Terry, Florida State University), 2019-2024, Award Amount: $1,162,303.00, Role: Consultant
Professional Societies
Society for Research in Child Development
Society for the Scientific Study of Reading
Council for Exceptional Children
American Educational Research Association
Other Experience
Atlanta Public Schools Adult Education Program

Data Consultant
Annette Caldwell Simmons School of Education & Human Development, Department of Teaching & Learning, Southern Methodist University

Adjunct Professor
Special Education Program, School of Teacher Education, Florida State University

Middle School Mathematics Instructor
Community Leadership Academy, Tallahassee, FL

Technical Specialist
Review of Classwide, Standardized Treatment Protocol, and Intensive Reading Interventions, Iowa Department of Education

Graduate Research Assistant
National Institute of Health Multidisciplinary Learning Disabilities Research Center, Florida Center for Reading Research, Florida State University

ESE/Gifted Academic Support Facilitator & Intensive Mathematics Instructor
Pembroke Pines Charter High School, Pembroke Pines, FL

Graduate Assistant
ESE Department, Florida Atlantic University

Varying Exceptionalities/Gifted Teacher
Pembroke Pines Charter Elementary School, East Campus

Graduate Teaching Assistant
School of Teacher Education, Florida State University

Preschool Teacher
Chapelle Gwen Cherry Child Development Center, Tallahassee, FL

Research Centers
Variations in Oral and Written English Language (VOWEL) Lab
Center for Creating Opportunities through Education
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