Directory » FLORINA ERBELI
erbeli@tamu.edu
651 EDCT
(979) 845 3521
Department
EDUCATIONAL PSYCHOLOGY

FLORINA ERBELI
Assistant Professor
EDUCATIONAL PSYCHOLOGY
Curriculum Vitae
Scholar@TAMU Profile:
Google Scholar Profile:
Research Interests
typical and atypical reading development
predictive factors of reading achievement
dyslexia and other forms of reading disabilities
CURRENT STUDENTS
Marianne Rice, doctoral student (2020 - present). Check out Marianne's CV on this website: https://tx.ag/MarianneRice
Megan Bishop, doctoral student (2022 - present), funded through the RISE Scholars Network project. Please see the website https://risescholarsnetwork.org/ for more information about the RISE project.
Jennifer Thacker, doctoral student (2022 - present), funded through the RISE Scholars Network project. Please see the website https://risescholarsnetwork.org/ for more information about the RISE project.
PROSPECTIVE STUDENTS
Dr. Erbeli is recruiting a doctoral student with a research interest in dyslexia for Fall of 2023. Funding is available through the RISE Scholars Network project. Please see the website https://risescholarsnetwork.org/ for more information about the RISE project.
SELECTED PUBLICATIONS
Journal Articles
2022
Erbeli, F., He, K., Cheek, C., Rice, M., & Xiaoning, Q. (in press). Exploring the machine learning paradigm in determining risk for reading disability. Scientific Studies of Reading. [published with student]
Rice, M., Erbeli, F., Thompson, C. G., Sallese, M., & Fogarty, M. (in press). Phonemic awareness: A meta-analysis for planning effective instruction. Reading Research Quarterly. https://doi.org/10.1002/rrq.473 [published with student]
Erbeli, F. (2022). Reading profiles may not be an informative approach to identify at-risk readers in middle school. Croatian Journal of Education, 24, 69-95. https://doi.org/10.15516/cje.v24i1.4089
Little, C. W., Erbeli, F., Francis, D., & Tynan, S. (2022). Developmental trajectories for literacy and math skills from primary to secondary school. Journal of Research in Reading, 45, 65-82. https://doi.org/10.1111/1467-9817.12382
Erbeli, F., Rice, M., & Paracchini, S. (2022). Insights into dyslexia genetics research from the last two decades. Brain Sciences, 21, 27. https://doi.org/10.3390/brainsci1201002 [published with student]
Perdue, M. V., Mahaffy, K., Vlahcevic, K., Wolfman, E., Erbeli, F., Richlan, F., & Landi, N. (2022). Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention. Neuroscience and Biobehavioral Reviews, 132, 465-494. https://doi.org/10.1016/j.neubiorev.2021.11.011 [published with student]
Erbeli, F., & Joshi, R. M. (2022). Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach. Learning and Individual Differences, 93, 101958. https://doi.org/10.1016/j.lindif.2020.101958
AWARDS
2021 Early Career Researcher Award, International Dyslexia Association. Description: International early career research award in recognition of innovative research that is very likely to have a positive impact on the lives of individuals with dyslexia.
2021 Early Career Research Excellence Award, College of Education and Human Development, Texas A&M University. Description: College level early career research award for significant contributions to research in the field.
2020 Outstanding Research Award, Department of Educational Psychology, Texas A&M University. Description: Departmental award for research contributions and impact.
2019 The Rebecca L. Sandak Young Investigator Award, Society for the Scientific Study of Reading. Description: International early career award recognizing Dr. Erbeli as a gifted young reading researcher who shows outstanding promise and dedication to the field.
2017 Travel Award, Office of Postdoctoral Affairs, Florida State University.
2015 The Janette Klingner Award, International Academy for Research in Learning Disabilities (IARLD). Description: Best poster award at the IARLD Conference, Vancouver, BC, Canada.
OTHER NOTED ACCOMPLISHMENTS
2022 Meta-Analysis Training Institute Fellowship funded by Institute of Education Sciences. Description: Fellowship to support participation in a 6-day meta-analysis workshop in Chicago, IL.
2020 ADVANCE Faculty Success Fellowship, Dean of Faculties, Texas A&M University. Description: Professional development fellowship designed to support research productivity and maintain work-life balance.
2019 Kay and Jerry Cox Fellowship, Texas A&M University. Description: Research fellowship for first-year Texas A&M faculty.
2013, 2012, 2011 Dissertation Fellowship, University of Ljubljana, Slovenia.
2002 Austrian Academic Exchange Service (OeAD) Fellowship, Austria. Description: Research fellowship to complete a BA degree at University of Vienna, Austria.
2001 German Academic Exchange Service (DAAD) Fellowship, Germany. Description: Research fellowship to complete a BA degree at University of Leipzig, Germany.
RESEARCH PROJECTS
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.