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ZEPP, LAUREN
Dr. Lauren Zepp (she/her) is an Assistant Professor of Special Education at the University of Wisconsin - Whitewater. Her research focuses on special education teacher preparation with two primary strands - (1) building preservice teachers' knowledge and skills for reading instruction and assessment, and (2) expanding preservice teachers’ conceptions about disability. Prior to doctoral studies, Dr. Zepp worked in PK-12 special education for 12 years. She holds licenses as a special educator, reading teacher, and reading specialist.
Education
Ph.D. University of Wisconsin - Madison 2022
Major: Special Education
Minor: Research
M.S. University of Wisconsin - Madison 2012
Special Education
B.S. American University 2005
History
Women’s and Gender Studies
Instruction
SPECED 205: Introduction to Special Education
SPECED 486: Science of Reading I for Students with Disabilities
SPECED 487: Science of Reading II for Students with Disabilities
SPECED 752: Science of Reading I Phonics, Linguistics, and Interventions
SPECED 754: Science of Reading II Vocabulary, Comprehension, and Writing Instruction
SPECED 764: Assessment of Dyslexia and Language-Based Learning Disabilities
Recent Publications
Trezek, B. J., & Zepp, L. (2024). Special educators’ knowledge of foundational reading skills: A review of the literature. Teacher Education and Special Education, 0(0). https://doi.org/10.1177/08884064241298245
VanUitert, V., Zepp, L., McGuire, S., Deger, G., & Malone, J. (2024). Introducing the diversity, equity, & inclusion committee: Our purpose and what it means for manuscript submissions & reviews. Journal of Case Learning and Exceptional Learners, 2(1), 4. https://doi.org/10.20429/jclel.2024.020102
Grobart, E. E., & Zepp, L. (2024). Embedding high leverage practices into special education field experiences. Journal of Special Education Preparation, 4(3), 26-35. https://doi.org/10.33043/9487e6iz
Zepp, L., Trezek, B., & Leko, M. M. (2024). Preparing special educators to teach reading using multimedia instruction. Journal of Special Education Technology, 39(4), 459-575. https://doi.org/10.1177/01626434241232121
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