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Mary-Kate Sableski, Ph.D.

Associate Professor; Leary Chair for Innovation in Education, Health and Wellness

Full-Time Faculty

School of Education and Health Sciences: Teacher Education


Email: Mary-Kate Sableski, Ph.D.
Phone: 937-229-3910
Raymond L. Fitz Hall, Room 680P
Curriculum Vitae: Read CV


  • Ph.D., Language, Literacy and Culture, Ohio State University, 2007
  • M.Ed., Literacy, University of Dayton, 2001
  • B.S., Elementary and Special Education, University of Dayton, 1998

Professional Activities

  • National Council of Teachers of English
  • International Reading Association
  • Literacy Research Association
  • American Library Association
  • Children’s Literature Assembly (NCTE)
  • Association for Library Service to Children (ALSC)

Research Interests

  • Dyslexia
  • Struggling readers
  • Professional development
  • Diversity in children’s literature

Selected Publications

Sableski, M. (2023). Supporting students with dyslexia in the classroom. Pathways to Research in Education, EDU, 1-12.

Graff, J., Liang, L., Martinez, M., McClure, A., Day, D., Sableski, M., Arnold, J.M. (2022). Contemporary children’s literature in education courses: diverse, complex, and critical.  Literacy Practice and Research, 47(3),

Sableski, M. (2022).  Developing a mindset: the role of clinical practice in preservice teachers’ understandings about dyslexia.  In Polly, D. (Ed.) Preparing Effective Teachers: Advances in Clinical Practice (p. 21-41). IAP.

Sableski, M. & Arnold, J. (2021).  Seeking diversity in children’s literature utilized in elementary classrooms. Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (p. 87-102). IGI Global.

Driskell, S, Pinnell, M. & Sableski. M. (2021). Virtual STEM stories: Blending STEM and literacy in a virtual environment.  Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (p. 494-514). IGI Global.

Sableski, M., Pinnell, M., Driskell, S. & Smith, T, & Franco, S. (2020).  STEM Stories: Connecting STEM and literacy in an afterschool program.  In L. Henry & N. Stahl (Eds.), Literacy Across the Community: A Handbook of Research & Praxis (p.315-329).  New York: Routledge.

Sableski, M., Rosemary, C., & Kinnucan-Welsch, K. (2020).  Use of a metacognitive tool to facilitate teacher reflection in an online context.  In R. Karchmer-Klein and K. Pytash. (Eds.), Effective Practices in Online Literacy Teacher Preparation (pp. 65-83) IGI Global.  

Sableski, Mary-Kate (2015). Pondering Diversity. Children & Libraries: the journal of the Association for Library Service to Children. Vo. 13.3 (1542-9806).

Richards, S. B., Frank C. L., Sableski M. K., & Arnold, J. M. (2016). Collaboration among professionals, students, families, and communities. New York, NY: Routledge.

Arnold, J. & Sableski, M. (2016). Consistency and change: becoming a literacy leader in an urban school. Journal of Literacy Practice and Research. 41(2), 54-59.

Sableski, M. (2015). Revising, renewing, and reimagining: the development of a dyslexia certificate program. Ohio Journal of Teacher Education. 29(1), 57-68.

Sableski, M., Arnold, J. & Adomat, D. (2015). Celebrating the hero in all of us: an interview with Kadir Nelson. Journal of Children’s Literature. 41(2), 46-51.

Arnold, J. & Sableski, M. (2015, Fall). The insider perspective: insights on diversity from award-winning diverse authors. Children and Libraries, 12-15.

Aziz, S., Arnold, J., & Sableski, M. (2014). Falling through a hole, wearing the hat of imagination and ingenuity: a conversation with Jon Klassen. Journal of Children’s Literature, 40(2), 59-64.

Arnold, J. M. & Sableski, M. (2014). Making the match: bringing children and books together through teacher professional learning communities. The Dragon Lode, 32(2), 22-28.

Sableski, M. (2009). Scaffolding as an impetus for change when working with struggling readers. Journal of Reading Education, 34(3), 30-7.

Sableski, M. (2008). Reading assessment: over the river and through the woods. History of Reading News, 31(2), 1-4.