Directory » FLORINA ERBELI, PH.D.
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Dr. Florina Erbeli received her Ph.D. in special education from the University of Ljubljana, Slovenia. She completed her postdoctoral training at the Florida Center for Reading Research and Department of Psychology at Florida State University in Tallahassee, FL. She joined the faculty in the Department of Educational Psychology at Texas A&M University, College Station, TX as an assistant professor in 2018. Dr. Erbeli teaches graduate courses in reading development and literacy for students with diverse instructional needs. Dr. Erbeli's research focuses on dyslexia, typical and atypical reading development, and predictive factors of reading achievement. Her work has been published in several top-tier peer-reviewed journals. She has received $4.8 million in external funding ($2.4 million sub-awarded to Texas A&M) from the U.S. Department of Education. Dr. Erbeli received numerous department-, college-, and international-level early career research awards for innovative research and outstanding promise to the field. She has been named a rising star by the Association for Psychological Science.
PROSPECTIVE STUDENTS
Dr. Erbeli is recruiting a doctoral student with research interests in dyslexia for Fall of 2025.
SELECTED PUBLICATIONS
Journal Articles
2023
Shero, J. A., Erbeli, F., Reed, Z. E., Haughbrook, R., Davis, O. S. P., Hart, S. A., & Taylor, J. E. (in press). Where you live matters: Visualizing environmental effects on reading attainment. Journal of Child Psychology and Psychiatry. Preprint: https://doi.org/10.31234/osf.io/xjwsb. [published with student]
Shi, Q., Erbeli, F., Rice, M., & Butner, J. E. (in press). The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math across the elementary and middle school. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102200 [published with student]
Rice, M., Erbeli, F., Truckenmiller, A., & Morris, J. (in press). Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress – Early Reading. School Psychology. https://doi.org/10.1037/spq0000549 [published with student]
Rice, M., Erbeli, F., & Wijekumar, K. (in press). Phonemic awareness: Evidence-based instruction for students in need of intervention. Intervention in School and Clinic. https://doi.org/10.1177/10534512231156881 [published with student]
Erbeli, F., He, K., Cheek, C., Rice, M., & Xiaoning, Q. (2023). Exploring the machine learning paradigm in determining risk for reading disability. Scientific Studies of Reading, 27, 5-20. http://dx.doi.org/10.1080/10888438.2022.2115914 [published with student]
Erbeli, F., & Wagner, R. K. (2023). Advancements in identification and risk prediction of reading disabilities. Scientific Studies of Reading, 27, 1-4. doi:10.1080/10888438.2022.2146508
AWARDS
2023 Rising Star of the Association for Psychological Science.
2023 Top Cited Article 2021-2022 published in Developmental Science.
2023 Dina Feitelson Research Award, International Literacy Association.
2021 Early Career Researcher Award, International Dyslexia Association.
2021 Early Career Research Excellence Award, College of Education and Human Development, Texas A&M University.
2020 Outstanding Research Award, Department of Educational Psychology, Texas A&M University.
2019 The Rebecca L. Sandak Young Investigator Award, Society for the Scientific Study of Reading.
2017 Travel Award, Office of Postdoctoral Affairs, Florida State University.
2015 The Janette Klingner Award, International Academy for Research in Learning Disabilities (IARLD).
OTHER NOTED ACCOMPLISHMENTS
2022 Meta-Analysis Training Institute Fellowship funded by Institute of Education Sciences.
2020 ADVANCE Faculty Success Fellowship, Dean of Faculties, Texas A&M University.
2019 Kay and Jerry Cox Fellowship, Texas A&M University.
2013, 2012, 2011 Dissertation Fellowship, University of Ljubljana, Slovenia.
2002 Austrian Academic Exchange Service (OeAD) Fellowship, Austria.
2001 German Academic Exchange Service (DAAD) Fellowship, Germany.
RESEARCH PROJECTS
Project Success: Supporting Underrepresented Children through Community, Equity-based Instruction, and School-based Supervision of Teachers.
Watkins, L. (PI), Erbeli, F. (Co-PI), & Whiteside, E. (Co-PI) (2023 - 2028). Project Success: Supporting Underrepresented Children through Community, Equity-based Instruction, and School-based Supervision of Teachers. U.S. Department of Education, Office of Special Education Programs, Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel competition (84.325M). Grant Award No. H325M230040, total award $1,109,162.
Collaborative Intervention Design: Doctoral Training Program Partnership with TAMU, UTN, UNE.
Erbeli, F. (PI) , Goodrich, J. M. (Co-PI), Thompson, J. L. (Co-PI), & Ganz, J. (Co-PI) (2021 - 2026). Collaborative Intervention Design: Doctoral Training Program Partnership with Texas A&M University, the University of Tennessee, and the University of Nebraska. U.S. Department of Education, Office of Special Education Programs, Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel competition (84.325D). Grant Award No. H325D210073, total award $3,719,875. Sub-award with the University of Tennessee. Texas A&M University sub-award $1,246,090.
Remapping Reading Profiles of Children with Reading Disabilities Using Machine Learning Techniques.
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.
A Machine Learning Approach for Identification and Risk Prediction of Reading Disability Status.
Erbeli, F. (PI), Wang, Z. (Co-I), & Wijekumar, K. (Co-I). (January 2020 – December 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.
Effective Early Literacy Screeners for English Language Learners
Newell, K. (PI), Koh, P.W. (Co-I), & Erbeli, F. (Co-I). (October 2018 – May 2020). Effective Early Literacy Screeners for English Language Learners: A Collaborative Research and Training Project. Funded by Catapult Triad+ Seed Grant Program by the College of Education and Human Development, Texas A&M University. Total award $10,000.
COURSES TAUGHT
SPED611. MULTICULTURAL AND BILINGUAL SPECIAL EDUCATION
2023, 2022, 2021
SPED617. ADOLESCENT LITERACY ACROSS THE CONTENT AREAS FOR STUDENTS WITH DISABILITIES
2023, 2022, 2021, 2020, 2019
SPED630. EARLY LITERACY FOR STUDENTS WITH DIVERSE INSTRUCTIONAL NEEDS
2023, 2022, 2021, 2019, 2018