Erika Gray

Teacher Education and Higher Education (TEHE) Department
Erika Gray

Office: 363 SOE Building

Research Interest

Diagnostic assessment, Effective instruction for struggling readers, Dyslexia, Literacy coaching


  • Ph.D. in Teacher Education and Development, The University of North Carolina at Greensboro
  • M. A. in Reading Education, Appalachian State University
  • B.S. in Elementary Education, East Carolina University


Dr. Gray started her career teaching fourth and fifth grades at a Title I elementary school. After earning a graduate degree in reading education, she organized and supervised a school-wide tutoring program for second through fifth grade students and was a reading specialist for several years.  At UNCG, Dr. Gray teaches undergraduate and graduate literacy courses and is also the director of Spartan Readers, a University Reading Clinic.  Her research interests include how teachers use diagnostic assessments to thoughtfully adapt their reading instruction, professional development opportunities for literacy coaches, and instructional approaches for readers with dyslexia.

Link to Dr. Gray’s CV


Gray, E. S., & Parsons, A. W. (2013). In Nilsson, N. L. & Grady, S. E (Eds.), Could Abby have  dyslexia: A long journey to confidence. Struggling readers can succeed: Teaching solutions based on real kids in classrooms and communities. Charlotte, NC: Information Age Publishing.

Gray, E.S. (2009). Is it “just in their blood?” Students and teachers’ criteria for selecting African-American literature. The Reading Teacher, 62 (6). 472-481.

Parsons, S. A., Gray, E. S., Moore, N., & Davis, S. G. (2009). Distinguished scholars’ insights into obtaining funding for literacy research. Yearbook of the National Reading Conference. 58, 197-204

Gray, E.S. (2007). Understanding dyslexia and its instructional implications: What every reading teacher needs to know. Reading Research and Instruction, 47(2), 116-123.

Davis, S.G., & Gray, E.S. (2007). Going beyond the test taking strategies: Building self-regulated students and teachers. Journal of Curriculum Instruction, 1, 31-47.