My primary research interest lies at the intersection of language, literacy, and professional preparation. I focus on the persistent “research-to-practice gap” in the identification and support of children with dyslexia and developmental language disorders.
Associate Professor
My primary research interest lies at the intersection of language, literacy, and professional preparation. I focus on the persistent “research-to-practice gap” in the identification and support of children with dyslexia and developmental language disorders. I aim to develop solutions that bridge this divide and ensure research findings influence practice to improve children’s outcomes.
I teach because I am committed to advancing the standard of practice for school-based SLPs. I seek to support SLPs with the advanced diagnostic and pedagogical tools required to move into clinical leadership positions and participate in systems-level advocacy.
My teaching philosophy is built on the principle that professional education must be rigorous and relevant. My approach is grounded in cognitive science, and I treat the classroom as a collaborative professional space where course objectives align with real-world clinical challenges.
I hope students leave my courses with clinical confidence grounded in scientific understanding. My goal is for them to be evidence-driven practitioners who can apply research findings within the complex context of school-based systems. Ultimately, I want them to have the tools to contribute meaningfully to interdisciplinary teams, ensuring that their specialized knowledge leads to better student outcomes.
Hannah Krimm is an Associate Professor at the University of Georgia in the department of Communication Sciences and Special Education. She earned her PhD and MS from Vanderbilt University. Her clinical experience has been working with children in public and private schools. Her research addresses the identification of children with language impairment and/or dyslexia, as well as professional development strategies to improve identification and remediation for these children.