Photo of Florina Erbeli
Florina Erbeli
Assistant Professor, Educational Psychology
Office#: 651
Mail Stop: 4225
Office Phone: (979) 845 3521
E-mail:
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
Prospective Doctoral Students
Dr. Erbeli will be accepting a doctoral student for Fall 2020 admission.
Fellowships and Awards - Most Recent
2019 The Rebecca L. Sandak Young Investigator Award, Society for the Scientific Study of Reading. International early career award recognizing Dr. Erbeli as a gifted young reading researcher who shows outstanding promise and dedication to the field.
2019 Kay and Jerry Cox Fellowship, Texas A&M University. Research fellowship for first-year Texas A&M faculty.
Publications - Most Recent
Erbeli, F., van Bergen, E., & Hart, S. A. (in press). Unraveling the relation between reading comprehension and print exposure. Child Development. ISI Ranking: 4/59 (Psychology, Educational), IF (2018) = 5.024
Taylor, J.1, Erbeli, F.1, Hart, S. A., & Johnson, W. (in press). Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence. Journal of Child Psychology and Psychiatry. doi: 10.1111/jcpp.13134 ISI Ranking: 2/74 (Psychology, Developmental), IF (2018) = 6.129************* 1 = joint first authorship
Daucourt, M.*, Erbeli, F., Little, C. W., Haughbrook, R.*, & Hart, S. A. (in press). 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. doi: 10.1080/10888438.2019.1631827 ISI Ranking: 15/59 (Psychology, Educational), IF (2018) = 2.470
Erbeli, F., Campbell, A. R.*, & Hart, S. A. (2019). Using Cholesky decomposition to explore individual differences in longitudinal relations between reading skills. Journal of Visualized Experiments, 151, e60061. doi: 10.3791/60061 ISI Ranking: 41/69 (Multidisciplinary Sciences), IF (2018) = 1.108
Erbeli, F. (2019). Translating research findings in genetics of learning disabilities to special education instruction. Mind, Brain, and Education, 13, 74-79. doi: 10.1111/MBE.12196 ISI Ranking: 58/243 (Education and Educational Research), IF (2018) = 2.103
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: 4/41 (Education, Special), IF (2018) = 2.578
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 ISI Ranking: 15/59 (Psychology, Educational), IF (2018) = 2.470
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: 4/59 (Psychology, Educational), IF (2018) = 5.024
Grants Funded
Newell, K. (PI), Koh, P.W. (Co-I), & Erbeli, F. (Co-I). (Oct 2018-May 2020). Effective Early Literacy Screeners for English Language Learners: A Collaborative Research and Training Project. Catapult Triad+ Seed Grant Program by the College of Education and Human Development, Texas A&M University. Total award $10,000.
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., 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

3. 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

Teaching
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
Courses Taught
2019 - 2020
SPED 630
2018 - 2019
SPED 617, SPED 630
Service - The Profession
Memberships
SSSR Society for Scientific Studies of Reading, USA; SRLD Society for Research on Learning Disorders, Europe
Ad-hoc Reviewer
Reading and Writing: An Interdisciplinary Journal; Journal of Research in Reading; Journal of Educational Psychology; Learning and Individual Differences; Developmental Science
EPSY Faculty   |   EPSY Staff