Lisa S. Fleisher
Associate Professor of Educational Psychology
Teaching and Learning
Dr. Lisa Fleisher's research and teaching interests address literacy acquisition for children with learning and behavior challenges, with a focus on models of effective instruction and environmental support that facilitate the inclusion of all students in schools and communities. She has a particular interest in functional behavior analysis and positive behavior supports as tools for supporting children and adults within academic and social domains.
During her tenure as director of programs in Special Education for almost 30 years, and a specialist in teacher education in Special Education with a commitment to the integration of general and special education, she designed and directed the implementation of numerous teacher education programs at NYU. These include the graduate and undergraduate programs leading to dual teacher certification in general and special education in Childhood Education and in Early Childhood Education; bilingual special education and Literacy/special education; as well as design of coursework and programs in special education for secondary teachers.
Professor Fleisher’s recent research and community-based work has also focused on issues related to self-determination, and individualized services for adults and young adults in transition with significant disabilities, employing models of person-centered planning, circles of support, and individualized management of supports and services.
- Fleisher, L., Jones, C., and Keller, M. (2000) The Metro Early Reading Program, New York: Metropolitan Teaching and Learning Company.
- Gold, J. G. and Fleisher, L.S. (1986) "Comprehension breakdown with inductively organized text: Differences between average and disabled readers". Remedial and Special Education 7(4), 26-32.
- Fleisher, L.S., Soodak, L.C. and Jelin, M.A. (1984). "Selective attention deficits in Learning Disabled children: Analysis of an accepted phenomenon". Exceptional Children 15, 11-16.
- Fleisher, L.S., and Jenkins, J.R. (1983). "The effects of word-emphasis and comprehension-emphasis instruction on reading performance of disabled readers". Learning Disability Quarterly 6, 146-154.
- Jenkins, J.R., Larson, K., and Fleisher, L.S. (1983). "Effects of oral reading error corrections on word recognition and reading comprehension". Learning Disability Quarterly 6, 139-145.
- Fleisher, L.S., Jenkins, J.R. and Pany, D. (1979). "Effects on poor readers' comprehension of training in rapid decoding". Reading Research Quarterly 15, 30-48.
- Fleisher, L.S., and Jenkins, J.R. (1978). "Effects on contextualized and decontextualized practice conditions on word recognition". Learning Disability Quarterly 1, 39-47.