Karen R. Harris (Ed.D., AU, 1981) is Arizona State University Regents Professor Emerita and Research Professor. Throughout her 50-year career as a teacher and researcher, Karen’s impact on literacy research, practice, and policy has been extensive and impressive. Few scholars can rival Karen’s wide-reaching influence. Karen has continuously committed to the goal of impacting social justice through equitable literacy education for all students. For decades she has addressed validation of literacy instruction approaches that are rooted in theoretical and evidence-based practice.

Among her many impactful accomplishments, her Self-Regulated Strategy Development (SRSD) model of literacy instruction has been adopted by researchers and practitioners alike around the world. Over 200 K-12 SRSD studies, in over 25 countries, have been conducted by a wide array of scholars, collectively yielding large effect sizes. Among her most recent efforts, Karen has focused on reading to learn and writing to inform or persuade for grades 1-6 and SRSD professional development. Her research funding totals over $20 million.

Karen has authored 16 books/handbooks and more than 250 peer-reviewed articles and chapters. She has also produced more than 50 practitioner-focused literacy chapters and articles. Karen’s influence on national and international literacy issues is substantial, involving position papers, presentations, and panel participations. For example, she is a former editor of the Journal of Educational Psychology and a contributor to the IRA/NICHD Panel Report: The Reading- Writing Connection. Karen has received a wide berth of accolades and career awards, including, for example, Fellow status in AERA and APA.