Torri Ortiz Lienemann, Ph.D.

EDUCATION:         DOCTOR OF PHILOSOPHY – SPECIAL EDUCATION      

                            University of Nebraska, Lincoln, April of 2006

                            MASTERS OF EDUCATION – SPECIAL EDUCATION

                            University of Nebraska-Lincoln, May 2003

                            BACHELOR OF SCIENCE, SPECIAL EDUCATION

                                   University of Nebraska-Lincoln, May 1998

CURRENT                ASSISTANT SPECIAL EDUCATION DIRECTOR & DISTRICT LEARNING COORDINATOR

PROFESSIONAL        Norris Public Schools – District 160

  EXPERIENCE:               

                              ADJUNCT PROFESSOR

                              Department of Special Education and Communication Disorders

                                University of Nebraska- Lincoln

                                August 2006 – Present

                             CONTENT DEVELOPMENT CONSULTANT

                              IRIS Center for Faculty Enhancement, Peabody College,

                              Vanderbilt University, Nashville, TN.

                                      June 2004 - Present

                             RESEARCH SITE COORDINATOR

                              Language and Reading Research Consortium

                              The Ohio State, University of Nebraska-Lincoln, University of Kansas     

                              Arizona State, The UK's University of Lancaster

                                     Language Basis of Reading Comprehension - Grant Funded by the

                             PREVIOUS PROFESSIONAL EXPERIENCE:

                                     Special Education Teacher -  Roper Elementary School, Lincoln, NE

                                     Graduate Assistant - UNL - Department of Special Education and Communication Disorders

                                     Homebound Instructor - Norris Elementary School, Firth, NE

                                     Special Education Teacher - Norris High School, Firth, NE

PUBLICATIONS

Books

Reid, R. & Lienemann, T.O. (2006).  Strategy Instruction For Students with Learning Disabilities.  New York, NY: Guilford Publications

 Refereed Journals

Luschen, K., Johnson, J., Reid, R., Lienemann, T. O. (in press).  Utilizing paraeducators to help improve story writing in second graders. Remedial and Special Education.

Lienemann, T.O. & Reid, R. (2008).  Using self-regulated strategy development to improve expository writing with students with attention deficit hyperactivity disorder.  Exceptional Children, 74, 471-486.

Reid, R., & Lienemann, T.O. (2007).  Strategy instruction for written expression with students with ADHD.  ADHD Report.

Trout, A., Lienemann, T.O., Reid, R., & Epstein, M. (2007).  A review of non-medical interventions used to improve the academic functioning of  children and youth with ADHD.  Remedial and Special Education, 28, 207-226.

 Lienemann, T.O. & Reid, R. (2006).  Strategy instruction for students with learning disabilities: The self-regulated strategy development model.  Teacher Education and Special Education, 29, 2-15 . 

Lienemann, T.O., Graham, S., Leader-Janssen, B., & Reid, R. (2006).  Improving the writing performance of struggling second grade writers.  Journal of Special Education, 40, 66-78.

Reid, R., & Lienemann, T.O. (2006). Self-regulated strategy development for written expression with student with Attention Deficit/Hyperactivity Disorder.   Exceptional Children, 73, 53-68.