Photo of Florina Erbeli
Florina Erbeli
Assistant Professor, Educational Psychology
Office#: 651 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845 3521
Primary Emphasis Area: Special Education
Vita: View Document
Research Interests
(1) reading development, (2) predictive factors of reading achievement, and (3) individual differences in reading ability and disability
Fellowships and Awards - Most Recent
2020 Outstanding Research Award, Department of Educational Psychology, Texas A&M University. Departmental award for research contributions and impact.
2020 ADVANCE Faculty Success Fellowship, Dean of Faculties, Texas A&M University. Professional development fellowship designed to support research productivity and maintain work-life balance.
Publications - Most Recent
Erbeli, F., Shi, Q.*, Campbell, A. R.*, Hart, S. A., & Woltering, S. (in press). Developmental dynamics between reading and math in elementary school. Developmental Science. ISI Ranking: 11/77 (Psychology, Developmental), IF (2019) = 3.722
Liew, J., Erbeli, F., Nyanamba, J. M.*, & Li, D.* (in press). Pathways to reading competence: Emotional self-regulation, literacy contexts, and embodied learning processes. Reading Psychology.
Erbeli, F., van Bergen, E., & Hart, S. A. (in press). Unraveling the relation between reading comprehension and print exposure. Child Development. ISI Ranking: 3/60 (Psychology, Educational), IF (2019) = 4.891
Taylor, J.1, Erbeli, F.1, Hart, S. A., & Johnson, W. (2020). Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence. Journal of Child Psychology and Psychiatry, 61, 689-698. ISI Ranking: 1/77 (Psychology, Developmental), IF (2019) = 7.035************* 1 = joint first authorship
Daucourt, M.*, Erbeli, F., Little, C. W., Haughbrook, R.*, & Hart, S. A. (2020). A meta-analytical review of the genetic and environmental correlations between reading and attention-deficit hyperactivity disorder symptoms and reading and math. Scientific Studies of Reading, 24, 23-56. ISI Ranking: 11/60 (Psychology, Educational), IF (2019) = 2.910
Grants Funded - Most Recent
Erbeli, F. (PI), Qian, X. (Co-I), & Liu, T. (Co-I). (January 2020-December 2021). Remapping Reading Profiles of Children with Reading Disabilities Using Machine Learning Techniques. Funded by T3 Triads for Transformation Program, Texas A&M University. Total award $30,000.
Erbeli, F. (PI), Wang, Z. (Co-I), & Wijekumar, K. (Co-I). (January 2020-June 2021). A Machine Learning Approach for Identification and Risk Prediction of Reading Disability Status. Funded by Catapult Seed Grant Program, College of Education and Human Development, Texas A&M University. Total award $30,000.
Publications (journal articles, books, book chapters)*

1. Erbeli, F., Hart, S. A., & Taylor, J. (2019). Genetic and environmental influences on achievement outcomes based on family history of learning disabilities status. Journal of Learning Disabilities, 52, 135-145. doi: 10.1177/0022219418775116 ISI Ranking: 3/40 (Education, Special), IF (2017) = 2.341

2. Erbeli, F., Hart, S. A., & Taylor, J. (2019). Genetic and environmental influences on achievement outcomes based on family history of learning disabilities status. Journal of Learning Disabilities, 52, 135-145.

3. Erbeli, F. (2019). Translating research findings in genetics of learning disabilities to special education instruction. Mind, Brain, and Education, 13, 74-79. ISI Ranking: 58/243 (Education and Educational Research), IF (2018) = 2.103 indexed in SCOPUS

4. Erbeli, F., Campbell, A. R.(d), & Hart, S. A. (2019). Using Cholesky decomposition to explore individual differences in longitudinal relations between reading skills. Journal of Visualized Experiments, 151, e60061. ISI Ranking: 41/69 (Multidisciplinary Sciences), IF (2018) = 1.108

5. Erbeli, F., Hart, S. A., Wagner, R. K., & Taylor, J. (2018). Examining the etiology of reading disability as conceptualized by the hybrid model. Scientific Studies of Reading, 22, 167-180. doi: 10.1080/10888438.2017.1407321

6. Erbeli, F., Hart, S. A., & Taylor, J. (2018). Longitudinal associations among reading related skills and reading comprehension: A twin study. Child Development, 89, e480-e493. doi: 10.1111/cdev.12853 ISI Ranking: 5/59 (Psychology, Educational), IF (2017) = 3.779

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

SPED 630 - Early Literacy for Students with Diverse Instructional Needs, Fall 2018, Fall 2019
SPED 617 - Adolescent Literacy for Students with Diverse Instructional Needs, Spring 2019, Spring 2020
Courses Taught
2019 - 2020
SPED 630
2018 - 2019
SPED 617, SPED 630
Service - The Profession
SSSR Society for Scientific Studies of Reading, USA; SRLD Society for Research on Learning Disorders, Europe; APA American Psychological Association, Div 15 (Educational Psychology) and Div 7 (Developmental Psychology), USA; SRCD Society for Research in Child Development, USA; APS Association for Psychological Science, USA.
Ad-hoc Reviewer
Annals of Dyslexia (2020); Journal of Learning Disabilities (2019); Behavior Genetics (2019); Developmental Science (2019); Journal of Family Studies (2019); Learning and Individual Differences (2018 - present); Journal of Research in Reading (2018); Journal of Educational Psychology (2018); Early Childhood Research Quarterly (2017); Reading and Writing: An Interdisciplinary Journal (2014 - present).
EPSY Faculty   |   EPSY Staff