Katherine Davis Murfree Chair of Excellence in Dyslexic Studies

Purpose of the Chair

Established in 1988 as part of the Tennessee Chairs of Excellence program, the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies was created to advance research, awareness, and evidence-based practices for identifying and supporting individuals with dyslexia and reading difficulties. Housed within the College of Education at Middle Tennessee State University (MTSU), this Chair is one of ten Chairs of Excellence at MTSU and among 100 chairs distributed across Tennessee’s public institutions of higher education. The Chair plays a pivotal role in bridging research and practice to improve literacy outcomes across Tennessee and beyond.

The Chair was founded to expand public awareness of dyslexia, its impact on literacy, and the most effective approaches to identification and intervention. It was also established to create and sustain the Tennessee Center for the Study and Treatment of Dyslexia, ensuring that educators, policymakers, families, and researchers have access to high-quality resources and research-driven guidance. Since its establishment in 1994, the Center has served as a statewide resource hub dedicated to supporting K-12 educators, students, and families through assessment, training, and translating research into practice. Over time, its influence has expanded beyond Tennessee, shaping literacy efforts at a national level.

A key focus of the Chair is enhancing the knowledge and skills of teachers, school psychologists, and parents so they can better support students with dyslexia and other reading challenges. The Chair also facilitates consultation and professional development for Tennessee school systems through the Center, ensuring that educators have access to research-based strategies for screening, assessment, and instruction. In addition, the Chair contributes to the scientific understanding of dyslexia and reading failure, guiding research that informs best practices for intervention and policy decisions at the state and national levels. A critical function of the Chair is translating research into practice, ensuring that findings from cognitive science, education, and psychology directly impact instructional strategies, intervention programs, and teacher preparation.

Under the leadership of the current chairholder, the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies continues to be a leader in dyslexia research, educator training, and advocacy, working to ensure that students who struggle with reading receive the support they need to thrive.

Chairholder

Dr. Tim Odegard is a recognized leader in dyslexia research and literacy, holding the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University, where he oversees the Tennessee Center for the Study and Treatment of Dyslexia. His work is instrumental in advancing the Science of Reading and shaping how dyslexia is defined, identified, and addressed in education and policy.

A leading voice in the field, Dr. Odegard serves on the International Dyslexia Association’s Definition Steering Committee, contributing to the ongoing effort to refine the consensus definition of dyslexia. As Editor-in-Chief of Annals of Dyslexia and a consulting editor for the Journal of Learning Disabilities, he plays a pivotal role in elevating emerging research and ensuring its translation into practice. He is also a former Editor at Large for Perspectives on Language and Literacy and a contributing author to the IDA’s Knowledge and Practice Standards for Teachers of Reading, shaping literacy education and teacher training nationwide.

Beyond research, Dr. Odegard actively supports state and national literacy initiatives as a technical consultant for multiple state education departments and large U.S. school districts. His expertise has informed policy and intervention selection in Tennessee, California, and Arkansas. In addition, he has supported efforts to implement initiatives that serve individuals with dyslexia and struggling readers by guiing the selection of interventions adopted in Canada. He has also contributed to the development of online training programs used by many states to scale educator professional development and address needs created by state legislation. His commitment extends to nonprofit organizations, where he serves on advisory boards advocating for literacy and improved literacy outcomes nationwide.

Dr. Odegard’s contributions have been recognized with numerous awards, including the AIM Institute Founder’s Award, the Innovator Award from IMSLEC, ALTA’s Luke Waits Service Award, the Massey-Sexton Dyslexia Advocacy Award from the Tennessee IDA, the Roland H. Waters Teaching Award from the University of Arkansas, and the Research Excellence Award from the University of Texas, Arlington.