Image of Dr. Susan J. Chambre

Contact Information

Academic School

School of Social and Behavioral Sciences


51 Fulton Street, Room 138



845-575-3000 ext. 2511

Dr. Susan J. Chambre

Assistant Professor of Special Education


Susan J. Chambre joined the Marist community after completing her PhD at Fordham University in 2018. She holds an MSEd in Special Education from Hunter College and a Post-Master’s Reading Certificate from Fordham University. Before receiving her PhD, Dr. Chambre taught for over a decade in urban and suburban elementary schools as a special education teacher, teacher-trainer, and literacy coach. A self-proclaimed word geek, her research focuses on the effects of print exposure, specifically decoding, on early readers’ vocabulary learning. With an overarching goal of supporting student of all abilities, Dr. Chambre works to understand the interplay of language, cognition, and vocabulary development to enhance student achievement. Dr. Chambre has presented her research at national conferences and published in Reading & Writing. She also enjoys teaching literacy courses that draw on her expertise of the science of reading, particularly as it relates to students who struggle to read.  Dr. Chambre enjoys supporting Marists’ teacher candidates as they prepare to educate the ever-increasing diverse student populations in today’s public schools.


PhD, Fordham University
MSEd, Hunter College

Research Interests/Areas of Study

Vocabulary development, early reading, orthography, phonics instruction, students who struggle to read

Selected Publications

Chambre, S.J. (2018). Review of Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers. The Language and Literacy Spectrum

Chambre, S. J. (2017). Harnessing technology to manage Writers’ Workshop for struggling students. The Reading Teacher

Chambre, S.J, Ehri, L.C., & Ness, M. (2017) Effects of print referencing on student vocabulary learning. Reading and Writing

Selected Presentations

Teaching vocabulary, spelling, and decoding. Learning Disabilities Association of New Jersey Annual Conference, Ewing, NJ, November 11, 2018

Effects of orthographic exposure on metacognition and vocabulary acquisition. Subway Summit Teachers College, New York, NJ, June 15, 2018

The role of phonological recoding in enhancing vocabulary learning. AERA National Conference, New York, NY, April 13-17, 2018

Student metacognition and vocabulary learning. LRA National Conference, Tampa, FL, November 29-December 2, 2017

Word Study: Phonics, vocabulary, and spelling. LRA National Conference, Tampa, FL, November 29-December 2, 2017

Orthographic facilitation on vocabulary learning. Everyone Reading Annual Conference, New York, NY March 11-12, 2017

Awards and Honors

William Ennis Cosby At-Risk Reading Fellowship Scholar, Fordham University, New York 2004-2005