Katherine Pace Miles

headshot: Katherine Pace Miles

Research Interests

  • Orthographic facilitation and mapping
  • high frequency word learning
  • literacy assessment of students with special needs
  • literacy instruction for young children that is both developmentally appropriate and grounded in the science of reading


  • Ph.D., in Educational Psychology from The Graduate Center, CUNY
  • M.A., in Educational Psychology from The University of Colorado
  • B.S., in Elementary Education from The Pennsylvania State University


Affiliated Campus(es)

  • Brooklyn College

Katharine Pace Miles, Ph.D. is an Assistant Professor in Early Childhood Education at Brooklyn College, City University of New York (CUNY). 

Dr. Miles’s research interests include orthographic facilitation and mapping, high frequency word learning, literacy assessment of students with special needs, and literacy instruction for young children that is both developmentally appropriate and grounded in the science of reading. She works closely with New York City’s Department of Education to support literacy initiatives that impact the city’s most under-served students. Dr. Miles proudly serves as the Academic Advisor for Reading Rescue, a professional development program and an evidence-based literacy intervention provided to first and second grade students across New York City. She is deeply committed to the Covid-response CUNY Reading Rescue Project she designed and implemented during the 2020-2021 school year. Dr. Miles is also the creator of Reading Ready, an emergent word reading curriculum for kindergarten and 1st graders. Additionally, she supports the alignment of early literacy programs with the field of reading science in an effort to close the research to practice divide. More information on Katie’s research agenda and clinical work with programs can be found here: 

Faculty Profile

Awards and Grants

  • 2021-2022 - Robin Hood Foundation Grant ($258,000)
  • 2021-2022 - The Benedict Silverman Foundation ($70,000)
  • 2020-2021 - NYC Young Men’s Initiative: NYC Men Teach ($200,000)
  • 2021-2022 - The Heckscher Foundation for Young Children Grant ($293,032)
  • Summer 2021 - NYC City Hall: Summer Youth Employment Program ($119,250)   
  • Summer 2021 - The Benedict Silverman Foundation Grant ($105,000)
  • Summer 2021 - Altman Foundation Grant ($160,000)
  • Summer 2021 - Anonymous Family Foundation Grant ($100,000)
  • 2020-2021 - The Heckscher Foundation for Young Children Grant ($202,400)
  • 2020-2021 - The Benedict Silverman Foundation Grant ($14,000; $190,000 in-kind)
  • 2020-2021 - HMH/Amira ($4,200 in-kind)
  • 2020-2021 - PSC-CUNY Research Grant Cycle 51 ($5,999.72)
  • 2018-2019 - PSC-CUNY Research Grant Cycle 49 ($6,000)
  • 2017-2018 - PSC-CUNY Research Grant Cycle 48 ($6,000)
  • 2016-2017 - PSC-CUNY Research Grant Cycle 47 ($5,999.52)
  • 2015-2016 - PSC-CUNY Research Grant Cycle 46 ($3,484.70)

Professional Affiliations

  • 2020-present - The Reading League
  • 2016-present - Society for the Scientific Studies of Reading (SSSR)
  • 2013-present - International Literacy Association (ILA)
  • 2011-present - National Association for the Education of Young Children (NAEYC)

Courses Taught

  • Fall 2014-present - Brooklyn College, Early Childhood Education Department, Instructor/Assistant Professor
    • Literacy Curriculum in Early Childhood (Graduate)                                                     
    • Literacy Teaching & Learning in Early Childhood: General and Special Education (Undergraduate)                                                           
    • Seminar and Comprehensive Student Teaching: Early Childhood Education (Graduate and Undergraduate)
  • Fall 2011-Spring 2014 - Brooklyn College, Early Childhood Education Department, Graduate Teaching Fellow
    • Introduction to Research in Early Childhood Education (Graduate)
    • Independent Project and Research Seminar in EC (Graduate)
    • Development of Language and Literacy in Young Children: General and Special Education (Undergraduate)
    • Infancy and Early Childhood: Family and Community Relationships (Undergraduate)
  • Spring 2010 - University of Colorado, Curriculum and Instruction Department, Adjunct Professor
    • Literacy and Language Teaching (Graduate)
  • Fall 2009 - University of Denver, Curriculum and Instruction Department, Adjunct Professor
    • Introduction to Curriculum Theory (Graduate)


  • Baylin, A., Miles, K.P., Gargus, S, & McFadden, K. (under review). The effect of two kinesthetically-based phonemic awareness trainings on preschool literacy skills. Manuscript in preparation for The Journal of Research in Childhood Education.
  • Miles, K.P., McFadden, K., Colenbrander, D., & Ehri, L.C. (under review). Maximizing Access to Reading Intervention: Comparing Small Group and One-to-One Protocols of Reading Rescue. Journal of Research in Reading.
  • Colenbrander, D., Miles, K.P., & Ricketts, J. (2019). To see or not to see: How does seeing spellings support vocabulary learning? Language, Speech, and Hearing Services in Schools.
  • Miles, K. P., & Ehri, L. C. (2019). Orthographic mapping facilitates sight word memory and vocabulary learning. In D. A. Kilpatrick, J. M. Joshi, & R. K. Wagner (Eds.), Reading development and difficulties: Bridging the gap between research and practice (pp. 63-82). New York, NY: Springer. 
  • Miles, K.P., Craigo, L., & Frey, S.G. (2018). Investigating writing performance and institutional supports among teacher candidates who transferred from community colleges. Higher Learning Research Communication, 8(2), 35-54.
  • Miles, K.P., McFadden, K.E., & Ehri, L. (2018). Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners. Reading and Writing, 1-24.
  • Miles, K.P., Lauterbach, M., Murano, D., & Dembeck, G.A. (2018). Reading Rescue: A follow-up on effectiveness of an intervention for struggling readersJournal of Educational Research. 1-15.
  • Lauterbach, M. & Miles, K.P. (2018). Informal reading inventories and autism: Is there something more than just the assessment. Good Practices in Autism, 19(1), 68-75.
  • Miles, K.P., Rubin, G. & Frey, S.G. (2017). Rethinking sight words: The interaction between students’ phonics knowledge and words’ spelling regularity. The Reading Teacher71(6), 715-726.
  • Miles, K.P. & Ehri, L. (2017). Learning to read words on flashcards: Effects of sentence contexts and word class in native and nonnative English-speaking kindergartners. Early Childhood Research Quarterly, 41, 103-113.
  • Miles, K.P., Ehri, L., & Lauterbach, M. (2016). Mnemonic value of orthography for vocabulary learning in monolinguals and language minority English-speaking college students. Journal of College Reading and Learning, 46(2), 99-112.
  • Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014). Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment. Instructional Science42(4), 539-559.
headshot: Katherine Pace Miles


Affiliated Campus(es)

  • Brooklyn College