Directory » R JOSHI
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845-8384
R. Malatesha Joshi, Ph.D., is a Professor of Literacy Education and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing and the monograph series Literacy Studies. He has over 125 publications in high-impact journals and has published 21 books relating to literacy development. He has received numerous national and international awards such as Erasmus Mundus fellowship and has been invited as a senior research scholar in various countries. Dr. Joshi also has received many state, federal, and international grants totaling more than 15 million dollars. Because of his research contribution, Dr. Joshi was selected as the 2017 Fellow of the American Educational Research Association (AERA), their highest award that exemplifies the highest standards of excellence. In 2019, he received the honorary award from the Association of Reading and Writing in Asia for 'extraordinary contribution to understanding literacy around the world'. In 2020, he received the Samuel Torrey and Joan Orton award which recognizes a person or persons who have made a vital contribution to our scientific understanding of dyslexia. Dr. Joshi has also been selected as a Literacy Research Panel Honoree, International Literacy Association, 2019-2022
Education
Ph.D., Reading Education, University of South Carolina (1976)
M.A., Educational Psychology, Indiana St. University (1971)
B.S., Physics & Chemistry, Mysore University, India (1965)
RECENT BOOKS
Alves, R. A., Limpo, T., & Joshi, R. M. (Eds.), (2020). Reading-writing Connections: Towards integrative literacy science. New York, NY: Springer
Kilpatrick, D. A., Joshi, R. M., & Wagner, R. K. (Eds.) (2019) Reading development and difficulties. Dordrecht, The Netherlands: Springer Publications.
Joshi, R.M., & McBride, C. (Eds.). (2019). Handbook of Literacy in Akshara orthography. Dordrecht, The Netherlands: Springer.
Saeigh-Haddad, E. & Joshi, R. M. (Eds.). (2014). Handbook of Arabic Literacy. Dordrecht, The Netherlands: Springer.
Schiff, R., & Joshi, R. M. (Eds.), (2016). Interventions in Learning Disabilities. Dordrecht, The Netherlands: Springer.
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COURSES TAUGHT
EDCI610. Scnd Lang Assessment And Development
2009A,2008A
EDCI633. EDUCATOR AS LEARNER
2018B,2017B,2016B,2015B
EDCI636. EDUCATOR AS RESEARCHER
2013A
EDCI684. PROF INTERNSHIP
2017B,2016A
EDCI685.
2005B,2004B
EDCI685. Directed Studies
2009B,2008C,2008A,2007B,2006C
EDCI685. DIRECTED STUDIES
2019C,2019B,2017C,2012A
EDCI689. Special Topics In :literacy And Language
2008B,2007B
EDCI689. Special Topics In Literacy And Lang
2005C
EDCI689. Special Topics in cogn, cult, and literacy
2008A
EDCI689. Sptp:literacy And Language
2006C
EDCI689. SPECIAL TOPICS IN
2016A
EDCI690. Theory Research: Proposal Wrtng
2008B
RDNG411.
2005A,2004C,2004B
RDNG468. ACQ LIT CULT DVRS LRNS
2019B
RDNG602. TEACHING RDNG ELEM GRADES
2020C,2019C,2018C
RDNG603. ADV LIT TCH LRN ACROSS DISC
2020A,2019A
RDNG614.
2005A
RDNG614. RDNG RESEARCH TRENDS
2013A
RDNG614. Rdng Research Trends
2009A,2007A
RDNG620. LITERACY & LANGUAGE
2020C,2020B,2019C,2019B,2018C
RDNG620. Literacy And Language
2009B
RDNG630. WRITE DEV ASSESS INSTR
2020A,2019A,2017A
RDNG642.
2005B,2004B
RDNG642. Clinic Teaching In Rdng
2006B
RDNG649. RDNG INST HIGH SCH COL
2017A,2016A,2014C,2013C,2012C
RDNG674. Devel Rdng Elem Grade
2008C,2007C,2004C
RDNG674. DEVEL RDNG ELEM GRADE
2017C,2016C,2015C,2014C,2013C
RDNG689. SPECIAL TOPICS IN
2015A
FORMER DOCTORAL STUDENTS
Karol Ann Moore, Ph.D. (Summer 2022)
Bing Han, Ph.D. (Summer 2022)
Alida Kosmach Hudson, Ph.D. (Fall 2021)
Shuai Zhang (Summer 2019)
Luxi Feng (Summer 2018)
Andrea Lynne Beerwinkle (Summer 2018)
Gwendolyn Mays Wilkins (Spring 2018)
Xuejun Li (Summer 2017)
Brenda Kaye Taylor (Spring 2016)
Katherine Anne Abba (Fall 2015)
Han Suk Bae (Spring 2015)
Bestern Kaani (Fall 2014)
Melike Unal (Fall 2014)
Sheldon Barr (Spring 2013)
Zainab Abdulameer Ahmed Husain Allaith (Spring 2013)
Astri Yulia (Spring 2013)
Sookkyung Yeon (Fall 2012)
Barbara Conway (Summer 2011)
Suzanne Carreker (Spring 2011)
Jing Zhao (Spring 2011)
Yi-Fen Yeh (Spring 2010)
Hui-Kai Chuang (Spring 2010)
Erin Kuhl Washburn (Fall 2009)
Emily Binks (Spring 2008)
Ramona Pittman (Summer 2007)
Lori Lynn Graham (Summer 2007)
Emily Dean (Spring 2007)
Mary Ghong (Fall 2006)
Regina Boulware Gooden (Spring 2004)
SELECTED PUBLICATIONS
Books and Monographs
Carreker, S., & Joshi, R. M. (2014). Six syllable types. In C R. Reynolds, K. J. Vannest, & E Fletcher-Janzen (Eds.), Encyclopedia of Special Education. New York, NY: John Wiley Publishers.
Dyslexia Handbook (2014). Texas Education Agency, Austin, TX
Saigh-Haddad, E. & Joshi, R. M. (Eds.). (2014). Handbook of Arabic Literacy. Dordrecht, The Netherlands: Springer.
Knight, S. L., Ikhlef, A., Parker, D., Joshi, M., Eslami, Z., Saddiq, H. M., Al-Ahraf, M. & A. Al-Saai (2011). Investigation and Impact of Standards-Based Reform on Math and Science Teaching and Learning in Qatari Independent Elementary Schools. In Christina Gitsaki (Ed), Teaching and Learning in the Arab World, Peter Lang International Academic Publishers
Aaron, P.G., Joshi, R.M., & Quatroche, D. (2008). Becoming a professional reading teacher. Baltimore, MD: Paul H. Brookes Publishing Co.
R.M Joshi & P.G. Aaron (Eds.) (2006). Handbook of orthography and literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Feng, W. Hu, X., & Joshi, R.M. (Eds.)(2005).Cross-linguistic/cross-cultural aspects of literacy and communication. Beijing, China: Milky Way Publications.
Joshi, R.M. & Aaron, P.G. (Eds.). (2005). Handbook of orthography and literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Joshi, R.M. (2004). Dyslexia: Myths, Misconceptions and Applications. Baltimore, MD: International Dyslexia Association.
Joshi, R.M., Leong, C.K., and Kaczmarek, B. (Eds.). (2003). Literacy Acquisition: The Role of Phonology, Morphology and Orthography. Amsterdam, The Netherlands: IOS Psychology Press.
Journal Articles
Xu, Z., Liu, D., & Joshi, R. M. (2020). The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children. Journal of Educational Psychology, 112, https://doi.org/10.1037/edu0000443. IF = 5.178; 5-year IF = 6.290
Zhang, S., & Joshi, R. M. (2020). Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds. Journal of Experimental Child Psychology, 190, 1-25. https://doi.org/10.1016/j.jecp.2019.104727 IF = 2.980
Abba, K.A., Joshi, R.M., & Ji, X.R. (2019). Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix. Written Language and Literacy, 22, 67-94. https://doi.org/10.1075/wll.00020.abb.
Abba, K.A., Joshi, R.M., & Ji, X.R. (2019). Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix. Written Language and Literacy, 22, 67-94. https://doi.org/10.1075/wll.00020.abb. IF = 0.3
Bae, H.S., Yin, L. & Joshi, R. M. (2019). Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea: Annals of Dyslexia, 69, 136-152. doi.org/10.1007/s11881-018-00169-z IF = 2.171
Bae, H.S., Yin, L. & Joshi, R. M. (2019). Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea: Annals of Dyslexia, 69, 136[8211]152. doi.org/10.1007/s11881-018-00169-z
Feng, L., Hodges, T., Waxman, H. C., & Joshi, R. M (2019). Discovering the impact of teacher knowledge and mentorship on beginning teachers[48]19 self-efficacy: A latent class analysis. Annals of Dyslexia, 69, 80-98. doi.org/10.1007/s11881-018-00167-1 Impact Factor 2.171
Feng, L., Hodges, T., Waxman, H. C., & Joshi, R. M (2019). Discovering the impact of teacher knowledge and mentorship on beginning teachers[8217] self-efficacy: A latent class analysis. Annals of Dyslexia, 69, 80[8211]98. doi.org/10.1007/s11881-018-00167-1
Feng, L., Lindner, A., Ji, X., & Joshi, R. M. (2019). The roles of handwriting and keyboarding in writing: A meta-analytic review. Reading and Writing: An Interdisciplinary Journal, 32, 33-63. https://doi.org/10.1007/s11145-017-9749-x.
Feng, L., Lindner, A., Ji, X., & Joshi, R. M. (2019). The roles of handwriting and keyboarding in writing: A meta-analytic review. Reading and Writing: An Interdisciplinary Journal, 32, 33-63. https://doi.org/10.1007/s11145-017-9749-x. IF = 1.942
Joshi, R. M. & Wijekumar, K. (2019). Introduction: Teacher perception, self-efficacy and teacher knowledge relating to literacy. Annals of Dyslexia, 69, 1-4. doi.org/10.1007/s11881-018-00173-3.
Joshi, R. M. & Wijekumar, K. (2019). Introduction: Teacher perception, self-efficacy and teacher knowledge relating to literacy. Annals of Dyslexia, 69, 1-4. doi.org/10.1007/s11881-018-00173-3. IF=2.171.
Luo, M., Main, S., Lock, G., Joshi, R. M., & Zhong, C. (In Press). Exploring Chinese EFL teachers[8217] knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia.
Pittman, R., Zhang, S., Binks-Cantrell, E., Hudson, A., & Joshi, R. M. (In Press). Teachers[8217] knowledge about language constructs related to literacy skills and student achievement in low SES schools. Dyslexia. doi:10.1002/dys.1628
Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (In Press). The [8220]gist[8221] of the reading comprehension problem in grades 4 and 5. Dyslexia
Xu, Z., Liu, D., & Joshi, R. M. (In Press). The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children. Journal of Educational Psychology.
Yin, L., Joshi, R. M., &, & Yan, H. (In Press). Knowledge about dyslexia among in-service early literacy teachers in China. Dyslexia
Zhang, S., & Joshi, R. M. (2019). Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis. Journal of Neurolinguistics, 49, 1-28. doi.org/10.1016/j.jneuroling.2018.08.001
Zhang, S., & Joshi, R. M. (in Press). Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds. Journal of Experimental Child Psychology.
Abba, K., Zhang, S., & Joshi, R. M (2018). Community College Writers' metaknowledge of Effective Writing. Journal of Writing Research, 9, 85-105. doi.org/10.17239/jowr-2018.10.01.04
Bae, H. S. & Joshi, R. M. (2018). A Multiple-group comparison on the role of morphological awareness in reading: Within- and cross-linguistic evidence from Korean ESL and EFL learners. Reading and Writing: An Interdisciplinary Journal. 31, 1821[48]131841. https://doi.org/10.1007/s11145-017-9795-4. IF = 1.837
Ji, X. R., Beerwinkle, A., Wijekumar, K., Lei, P., Joshi, R. M., & Zhang, S. (2018). Using latent transition analysis to identify effects of an intelligent tutoring system on reading. comprehension of seventh-grade students. Reading and Writing: An Interdisciplinary Journal. 31, 2095-2114.
Joshi, R. M., & McCardle, P. (2018). Models of Reading in Different Orthographies [48]13 An Introduction. Journal of Learning Disabilities, 51, 419[48]13421. doi: 10.1177/0022219417718196. IF = 2.341
Li. S., Sha, T., Joshi, R. M., & Xu, Q. 2018). Second language reading difficulties among native Chinese-Speaking children learning to read English: The roles of native and second language skills. Reading Research Quarterly, 53, 423[48]13441. doi:10.1002/rrq.204 doi:10.1002/rrq.204. IF = 2.739
Nakamura, P.R., Joshi, R. M., & Ji, X. (2018). Investigating the asymmetrical roles of syllabic and phonemic awareness in akshara processing. Journal of Learning Disabilities, 51, 499[48]13506. doi: 10.1177/002221941771820 IF = 2.341
Wang, Y., McBride, C., Zhou, Y., Joshi, R. M., & Farver, J. (2018). Becoming literate in Chinese: A comparison of native and non-native speaking children. Journal of Research in Reading, 41, 511-524, https://doi.org/10.1111/1467-9817.12122. IF = 1.673
Wang, Y., Xu, Q., Li, S., Li, G., Zuo,C., Liao, S., Long. Y., Li, S., & Joshi, R. M. (2018). Gender differences in anomalous subcortical morphology for children with ADHD. Neuroscience Letters, 665, 176-181. doi.org/10.1016/j.neulet.2017.12.006. IF 2;18
Bae, H. S., & Joshi, R. M. (2017). Role of morphological awareness in biliteracy development: Within- and cross-language perspectives among Korean ESL learners in grades five and six. Contemporary Educational Psychology, 49, 21-31.
Echegaray-Bengoa, J., Soriano-Ferrer, M., Joshi, R. M. (2017). Knowledge and beliefs about developmental dyslexia: A comparison between pre-service and in-service Peruvian teachers. Journal of Hispanic Higher Education, 16, 375-389
Joshi, R. M., Nakamura, P. R., & Singh, N.C. (2017). Reading Research and Practice: Indian Perspective. New Directions for Child and Adolescent Development, 158, 43-53. doi: 10.1002/cad.20222.IF = 1.102
Schiff, R., & Joshi, R. M. (2017). Introduction to Special Issue: Spelling and morphology in different orthographies among readers with and without dyslexia. Dyslexia, 23, 319-323. IF 1.39
Washburn, E.K., Mulcahy, C.A., Musante, G., & Joshi, R.M. (2017). Novice teachers' knowledge of dyslexia and reading disability. Learning Disabilities: A Contemporary Journal, 15, 169-191
Wijekumar, K., Meyer, B.J.F., Lei, P., Xuejun, Ji., & Joshi, R.M. (2017). Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5. Journal of Educational Computing Research. 55, 1022-1048. doi.org/10.1177/0735633117696909 IF 0.678
Yeon, S., Bae, H. S., & Joshi, R. M. (2017). Cross-Language transfer of meta-linguistic skills: evidence from spelling English words by Korean students in grades 4, 5, and 6. Dyslexia, 23, 428-443. doi; 10.1002/dys.1547
Zhao, J., Joshi, R. M., Dixon, L. Q., & Chen, S. (2017). Contribution of Phonological, Morphological and Orthographic Awareness to English Word Spelling: A Comparison of EL1 and EFL Models. Contemporary Educational Psychology, 49, 185-194. doi.org/10.1016/j.cedpsych.2017.01.007 IF 2.877
Joshi, R. M., Washburn, E. K., & Kahn-Horwitz, J. (2016). Introduction to the special issue: Teacher Knowledge from an international perspective. Annals of Dyslexia, 66, 1-6
Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M. (2016). Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish speaking teachers. Annals of Dyslexia, 66, 91-110. 2015 IF =1.0
Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M. Martin-Chang, S., & Arrow, A. (2016). Preservice Teacher Knowledge of Basic Language Constructs in Canada, England, New Zealand and the United States. Annals of Dyslexia, 66, 7-26. doi:10.1007/s11881-015-0115-x. 2015 Impact factor 1.0
Washburn, E. K., Mulcahy, C. A., Joshi, R. M., & Binks-Cantrell, E. (2016). Teacher knowledge of dyslexia. Perspectives on Language and Literacy, Fall 2016, 9-13
Zhao, J., Joshi, R. M., Dixon, L. Q., & Huang, L. (2016). Chinese EFL teachers[48]19 knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia, 66, 127-146. doi: 10.1007/s11881-015-0110-2
Zhao, J., Quiroz, B., Dixon, L. Q., & Joshi, M. (2016). Comparing bilingual to monolingual learners on English spelling: A meta-analytic review. Dyslexia, 22, 193-213. doi: 10.1002/dys.1530 If = 1.429
Boulware-Gooden, R., Joshi, R. M., & Grigorenko, E. (2015). The role of phonology, morphology, and orthography in English and Russian spelling. Dyslexia, 21, 142-161 DOI: 10.1002/dys.1498
Gonzalez-Garrido, A.A., Gomez-Velazquez, F.R., Zarabozo, D., Zarabozo-Hurtado, D. and Joshi, R.M. (2015). ERP effects of word exposure and orthographic knowledge on lexical decisions in Spanish. Journal of Behavioral and Brain Science, 5, 185-193
Joshi, R. M., Ji, X., Breznitz, Z., Amiel, M., & Yulia, A. (2015). Validation of the Simple View of Reading in Hebrew [48]13 A Semitic Language. Scientific Studies of Reading. 19, 243-252, DOI: 10.1080/10888438.2015.1010117
Tibi, S., Stall, P. Joshi, R. M., & Park, Y. (2015). Teacher knowledge of basic language constructs and self-efficacy of pre-service teachers in the United Arab Emirates: An exploratory study. Arab Journal of Applied Linguistics, 1, 74-96
Yeh, Y. F., Joshi, R. M., & Ji, X. (2015). The Development of Morphological Awareness in Chinese ESL Students. Contemporary Educational Psychology, 43, 51-60. doi:10.1016/j.cedpsych.2015.10.002
Nakamura, P.R., Koda, K., & Joshi, R. M. (2014). Biliteracy Acquisition in Kannada and English: A Developmental Study. Writing Systems Research, 6, 132[48]13147. Doi.org/10.1080/17586801.2013.855620
Pittman, R. T., Joshi, R. M., & Carreker, S (2014). Improving the spelling ability among speakers of African American English through explicit instruction. Literacy Research and Instruction. 53, 107[48]13133. DOI: 10.1080/19388071.2013.870623
Washburn, E. K., Binks-Cantrell, E. S., & Joshi, R. M. (2014). What do preservice teachers from the US and UK know about dyslexia? Dyslexia, 20, 1-18
Allaith, Z. A., & Joshi, R. M. (2013). How does a diglossic first language phonology influence spelling in a second language? The case of Arabic speakers[48]19 spelling of English words. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 10 (2), 5-30
Joshi, R. M. (2013). Introduction to the special issue Literacy in African Context. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 10 (2), 1-3
Kaani, B., & Joshi, R. M. (2013). Effects of orthographic opacity on spelling proficiency: a cross-linguistic comparison of Nyanja and English orthographies. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 10 (2), 45-66
Nishanimut, S. P., Johnston, R. S., Joshi, R. M., Thomas, P. J., & Padakannaya, P. (2013). Effect of synthetic phonics instruction on literacy skills in an ESL setting. Learning and Individual Differences, 27, 47-53
Tibi, S., Joshi, R.M., & McLeod, L. (2013). Emergent writing of young children in the United Arab Emirates. Written Language and Literacy, 16, 77-105
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62, 153-171
Binks-Cantrell, E., Washburn, E., Joshi, R. M., & Hougan, M. (2012). Peter Effect in the preparation of reading teachers. Scientific Studies of Reading, 16, 526-536
Chuang, H. --K*., Joshi, R.M., & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44, 97-119
Dixon, L. Q., Zhao, J.,* & Joshi, R. M. (2012). Dialectal influence on morphological awareness as revealed by spelling: Evidence from Singaporean kindergartners. System: An International Journal of Educational Technology and Applied Linguistics, 40, 214-225
Dixon, L. Q., Zhao, J., & Joshi, R. M. (2012). One Dress, Two Dress: Dialectal influence on morphological awareness as revealed by spelling: Evidence from Singaporean kindergartners. System: An International Journal of Educational Technology and Applied Linguistics, 40,214-225
Joshi, R. M., & Aaron, P. G. (2012). Introduction to the special issue: Componential Model of Reading (CMR): Validation Studies. Journal of Learning Disabilities, 45, 387-390
Joshi, R. M., Sha, T., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of Componential Model of Reading applied to different orthographies. Journal of Learning Disabilities, 45, 480-486
Yeh, Y., McTigue, E., & Joshi, R.M. (2012). Moving from explicit to implicit: a case study of improving inferential comprehension. Literacy Research and Instruction, 51, 125-142
Issuing creative license: Three transformative acts to free the imaginations of prospective teachers. In H. Blythe & C. Sweet (Eds.)
Washburn, E., Joshi, R.M., & Binks, E. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia. Dyslexia, 17, 165-183
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61, 21-43
Carreker, S., & Joshi, R.M. (2010). Response to intervention: Are the Emperor's clothes really new? Psicothema, 22, 943-948
Carreker, S., Joshi, R.M., & Boulware-Gooden, R. (2010). Spelling-related teacher knowledge and the impact of professional development on identifying appropriate instructional activities. Learning Disability Quarterly, 33, 148-158
Dixon, Q, Jing Zhao, Joshi, R. M. (2010) Influence of L1 orthography on spelling English words by bilingual children: A natural experiment comparing syllabic, phonological, and morphosyllabic first languages. Learning Disability Quarterly, 33, 211-221
Joshi, R.M., Padakannaya, P., & Nishanimath, S. (2010). Dyslexia and hyperlexia in bilinguals. Dyslexia, 16, 99-118.
*Kumar, U., Das, T., Bapi, R.S., Padakannaya, P., Joshi, R.M., & Singh, N.C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi-English bilinguals, Reading and Writing: An Interdisciplinary Journal, 23, 239-255
Aaron, P.G., & Joshi, R.M. (2009). Why a component model of reading should drive instruction. Perspectives, 35(3), 35-40
Binks, E., Smith, D., Smith, L., & Joshi, R.M. (2009). Tell me your story: A reflection strategy for preservice teachers. Teacher Education Quarterly, 36 (4), 141-156
Joshi, R.M., Binks, E., Graham, L., Dean, E., Smith, D., Boulware-Gooden, R. (2009). Do textbooks used in university reading education courses conform to the instructional recommendations of the National Reading Panel? Journal of Learning Disabilities, 42, 458-463
Joshi, R.M., Binks, E., Hougen, M., Dahlgren, M., Dean, E., & Smith, D. (2009). Why elementary teachers might be inadequately prepared to teach reading, Journal of Learning Disabilities, 42, 392-402
Aaron, P.G., Joshi, R. M., Boulware-Gooden, R., & Bentum, K. (2008). Diagnosis and treatment of reading disabilities based on the Component Model of reading: An alternative to the Discrepancy Model of Learning Disabilities. Journal of Learning Disabilities, 41, 5-28.
Joshi, R. M., Aaron, P.G., Hill, N., Ocker-Dean, E., Boulware-Gooden, R., & Rupley, W.H.(2008). Drop everything and write (DEAW): An innovative program that improves literacy skiills. Learning Inquiry, 2, 1-12.
Joshi, R.M., Treiman, R., Carreker, S., & Moats, L. (2008). How words cast their spell: spelling instruction focused on language, not memory, improves reading and writing. American Educator, 32 (4), 6-16, 42-43.
Boulware-Gooden, R., Carreker, S., & Joshi, R. M. (2007). Instruction of metacognitive strategies to enhance reading comprehension and vocabulary achievement of third grade students. The Reading Teacher, 61, 70-77.
Joshi, R.M., (2007). Assessment and Instruction based on the Componential Model of Reading. Educacao:Temas e Problemas, 4, 13-35.
C. Rao, P. Padakannaya, & R. M. Joshi (2006). Development of scoring system for Kannada spelling assessment. Psychological Studies, 51, 49-61.
P.G. Aaron & R.M. Joshi (2006). Written Language is as natural as spoken language: A biolinguistic perspective, Reading Psychology, 27, 263-311
Joshi, R.M & Aaron, P.G. (2005).Spelling; assessment and instructional recommendations, Perspectives, 31 (3), 38-51.
R.M. Joshi (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21, 209-219.
Aaron, P.G., Joshi, R.M., & Phipps, J. (2004). A cognitive tool to diagnose predominantly inattentive ADHD behavior. Journal of Attention Disorders, 7, 125-135.
Joshi, R.M. (2003). Misconceptions about the assessment and diagnosis of reading disability. Reading Psychology, 24, 247-266.
Aaron, P.G., Joshi, R.M. , Palmer, H., Smith, N., & Kirby, E. (2002). Seperating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior. Journal of Learning Disabilities, 35, 425-435.
Joshi, R.M. & Aaron, P.G. (2002). Naming speed and word familiarity as confounding factors in decoding. Journal of Research in Reading, 25, 160-171.
Joshi, R.M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading through multi sensory approach in an inner city school. Annals of Dyslexia 53, 235-251.
Joshi, R.M., (2001). Some misconceptions surrounding reading disability and assessment. Reading and Writing Quarterly, 18.
Joshi, R.M. and Aaron, P.G. (2000). The component model of reding:Simple view of reading made a little moe complex, Reading Psychology, 21, 85-9.7.
P.G. Aaron, R.M. Joshi and K. Williams. (1999) Not all reading disabilities are alike, Journal of Learning Disabilities, 32, 120-137.
P.G. Aaron, R.M. Joshi, et al. (1999) Decoding and sight-word naming: are they two independent components of work recognition skill? Reading and Writing, 11, 89-127.
Book Chapters
Joshi, R. M., & Binks-Cantrell, E. (2020). The Emperor[8217]s New Clothes in the Preparation of Reading Teachers. In P. McCardle, D. Compton, & J. Washington (Eds.). Dyslexia: Revisiting etiology, diagnosis, treatment, and policy, (pp. 205-215) Baltimore, MD: Paul Brookes.
Joshi, R. M. (2019). Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems. In Kilpatrick, D. A., Joshi, R. M., & Wagner, R. K. (Eds.) Reading development and difficulties (pp. 3-18). Dordrecht, The Netherlands: Springer Publications
Joshi, R. M. & McBride, C. (2019). Introduction to the handbook of literacy in akshara orthography. In Joshi, R. M. & McBride, C. (Eds.) Handbook of literacy in akshara orthography. (pp. 3-9). Dordrecht, The Netherlands: Springer Publications.
Nakamura, P., Joshi, R. M., & Ji, X. (2019). Biliteracy spelling acquisition in Akshara and English. In R. M. Joshi & McBride, C. (Eds.). Handbook of literacy in akshara languages. (pp. 103-117). Dordrecht, The Netherlands: Springer Publishers.
Alves, R. A., Limpo, T., Salas, N., & Joshi, R. M. (2018). Best practices in handwriting and spelling. In S. Graham, C. MacArthur, & M. Hebert (Eds.). Best practices in writing instruction. (pp. 211-239). New York, NY: Guilford Press.
Bae, H. S., Joshi, R. M., & Pae, H.K. (2018). Looking Ahead: Theoretical, Methodological, and Pedagogical Implications. In Pae, H. K. (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages (pp. 447-458). Berlin, Germany: John Benjamins. doi 10.1075/bpa.7.22bac
Bar-Kochvu, I., Khateb, A., & Joshi, R. M. (2016). Introduction to reading fluency: Current insights from neurocognitive research and intervention studies. In A. Khateb & I. Bar-Kochva, (eds). Reading Fluency. (pp. 1-7). Dordrecht, The Netherlands: Springer Publishers.
Berninger, V. W., & Joshi, R. M. (2016). New directions in preservice and inservice professional development for teaching students with and without specific learning disabilities in middle childhood and early adolescence. In R. Schiff & R. M. Joshi (Eds.). Handbook of intervention in LD Classrooms. (pp. 255-274). Dordrecht, The Netherlands: Springer.
Joshi, R. M. (2016). Intervention and assessment of spelling skills in LD classrooms. In R. Schiff & R. M. Joshi (Eds.). Handbook of intervention in LD Classrooms. (pp. 91-103). Dordrecht, The Netherlands: Springer.
Joshi, R. M. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. In J. Perera, M. Aparici, E. Rosado, & N. Salas (Eds.). From the Cradle to the Academy: Literacy Development across the Lifespan: Essays in Honour of Liliana Tolchinsky. (pp. 17-28). Dordrecht, The Netherlands: Springer publishers.
Binks-Cantrell, E., & Joshi, R. M. (2015). Connecting research and practice through teacher knowledge. In Y. Li & J. Hammer. (Eds.), Teaching at work, (pp. 27-45). Amsterdam, Holland: Sense Publishers.
Joshi, R. M. (2015). Education in South Asia. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd edition). (pp. 194-197). Oxford, UK: Elsevier
Dixon, L. Q., Wu, S., Burgess-Brigham, R., Joshi, R. M., Binks-Cantrell, E., & Washburn, E. (2014). Teaching English reading: What is included in the textbooks of pre-service teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. (pp. 111-141). New York, NY: Palgrave Macmillan
Joshi, R. M. (2014). Education and Training of Professional Early Literacy Educators. In J. F. Maas, S. C. Ehmig, & C. Seelmann (eds.). Prepare for Life!: Raising Awareness for Early Literacy Education (pp. 170-177). Leipzig, Germany: Stiftung Lesen (German Federal Ministry of Education and Research)
Joshi, R. M. & Carreker, S. (2014). Spelling: Foundation of reading and the greatest ornament of writing. In C R. Reynolds, K. J. Vannest, & E Fletcher-Janzen (Eds.), Encyclopedia of Special Education. (pp. 2465-2467). New York, NY: John Wiley Publishers.
Dixon, L. Q., Wu, S.,* Burgess-Brigham, R.,* Joshi, R. M., Binks-Cantrell, E., Washburn, E. (2013). Teaching English reading: What[8217]s included in the textbooks of pre-service general education teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. New York, NY: Palgrave.
Joshi, R.M. & Aaron, P.G. (2011). Assessment of reading problems among ELLs based on the Component Model. In A. Durgunoglu & C. Goldenberg (Eds.). Language and literacy development in bilingual settings, (pp. 304-331). New York, NY: Guilford Press
Knight, S., Ikhlef, A., Parker, D., Joshi, R. M., Eslami, Z. R., Sadiq, H., Al-Ahraf, M.,Al Saai, A. (2011). Investigation of math and science teaching and learning in Qatari independent elementary schools. In C. Gitsakis (Ed). Teaching and Learning in the Arab World (pp. 249-274). New York: Peter Lang Publishers
Joshi, R. M. (2009). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In D. Aram and O. Korat (Eds.). Festschrift for Iris Levin. (pp. 167-176). Dordrecht/Boston: Springer
Joshi, R.M. & Aaron, P.G. (2009). Assessment of literacy problems based on the Component Model of Reading. In J. Everett, A. Fawcett, & L. Siegel (Eds.), The SAGE handbook of dyslexia, (pp. 268-289). London, UK: Sage Publications.
Joshi, R. M., Binks, E. S., Hougen, M., Dean, E. O., Graham, L., & Smith, D. (2009). The role of teacher education programs in preparing teachers for implementing evidence-based reading practices. In S. Rosenfield & V. Berninger (Eds.), Handbook on implementing evidence based academic interventions (pp. 605-625). New York: Oxford University Press
Joshi, R. M., & Carreker, S. (2009). Spelling: development, assessment and instruction. In Reid, G., G. Elbeheri, J. Everett, D. Knight, & J. Wearmouth (Eds.). The Routledge Companion to Dyslexia (pp. 113-125). London, UK: Routledge
Joshi, R.M. & Aaron, P.G. (2008). Assessment of literacy problems based on the Component Model of Reading. In G. Reid, A. Fawcett, F. Manis & L. Siegel (Eds.), The SAGE handbook of dyslexia, (pp. 268-289). London, UK: Sage Publications
P.G. Aaron, & R. M. Joshi (2006). Learning to spell from print and learning to spell from speech: A study of spelling of children who speak Tamil: A Dravidian language. In R.M Joshi & P.G. Aaron (Eds.). Handbook of orthography and literacy, (pp. 551-568). Mahwah, NJ: Lawrence Erlbaum
R. M. Joshi, T Hoien, Xiwu-Feng, R Chengappa, & R. Boulware-Gooden (2006). Learning to spell by ear and by eye: A cross-linguistic comparison. In R.M Joshi & P.G. Aaron (Eds.). Handbook of orthography and literacy, (pp. 569-577). Mahwah, NJ: Lawrence Erlbaum Associates.
Aaron, P.G. & Joshi, R.M. (2005). Learning to spell from print and learning to spell from speech: A study of spelling of children who speak Tamil: A Dravidian language. In R.M. Joshi & P.G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Lawrence Erlbaum.
Joshi, R.M., & Feng, X. (2005).Orthography and literacy develoment. In X. Feng, X. Hu, & R.M. Joshi (Eds.) (2005)Cross-linguistic/cross-cultural aspects of literacy and communication. (pp.135-142). Beijing, China: Milky Way Publications.
Joshi, R.M., Hoien, T., Xiwu-Feng, R., Chengappa, R., & Boulware-Gooden, R. (2005). Learning to spell by ear and by eye: A cross-linguistic comparison. In R.M. Joshi & P.G. Aaron (Eds.), Handbook of orthography and literacy. Hahwah, NJ: Lawrence Erlbaum Associates.
Joshi, R.M. (In press). Response to Intervention based on the Componential Model of Reading. In J. Gilger & S. Richardson (Eds.), Research-Based Education and Intervention: What We Need to Know. Baltimore, MD: IDA.
Aaron, P.G., Joshi, R.M., & Ocker, E. (2004). Summoning up the spirits from the vast deep: LD and giftedness in historic persons. In T.A. Newman & R.J. Sternberg (Eds.), Students with Both Gifts and Learning Disabilities, 199-234. Boston/Dordrecht, The Netherlands: Kluwer Academic Publishers.
Joshi, R.M. (2004). Diagnosis and remediation of reading disabilities: A pragmatic solution. In R.M. Joshi (Ed.), Dyslexia: Myths, Misconceptions, and applications, 63-82. Baltimore, MD: International Dyslexia Association.
Joshi, R.M. & Aaron, P.G. (2003). A new way of assessing spelling ability and its classroom applications. In R.M. Joshi, C.K. Leong and B. Kaczmarek (Eds.), Literacy Acquision: The Role of Phonology, Morphology and Orthography. Amsterdam, The Netherlands: IOS Psychology Press.
Aaron, P.G. & Joshi, R.M. (2001). A Component based Model for Diagnosing and Treating Reading Disabilities: An Alternate to Existing Discrepancy Model. In. P. Suresh (Ed.) Literacy, Language, and Cognition, Sage Publications.
R.M. Joshi (1999). A diagnostic procedure based on reaading component model. In I. Lundberg, F.E. Tonnessen, & I. Austad (Eds.), Dyslexia: Advances in theory and practice, (pp.207-219). Boston/London:Kluwer Publishers.
R.M. Joshi, K. Williams and J. Wood (1998). Predicting reding comprehension with listening comprehension: Is this the answer to the IQ debate? In C. Hulme and R.M. Joshi (Eds.(, Reading and spelling: Development and disorders, (pp319-327). Mahwah, NJ: Law.
R.M. Joshi with C. Hulme (Eds.) (1998). Reading and spelling: Development and disorders. Hillsdale, NJ: Lawrence Erlbaum.
RESEARCH PROJECTS
Development of Foundational Literacy Skills to Kindergarten and Grade-1 Children in High-poverty (Low SES) Schools through Systematic, Explicit, and Multisensory Instruction
Longitudinally Exploring Effects of Language Learning on Reading, Executive Function, and Dispositions of Elementary Students (LEELLE)
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2019-07-01 — 2023-06-30
2019-07-01 — 2023-06-30
Efficacy trials for the Web-Based Adaptive Tutoring for EL Learners (SWELL).
Co-I (). US Department of Education - Institute of Education Sciences (Federal)
2018-07-01 — 2022-06-30
2018-07-01 — 2022-06-30
Promoting Improvements in Teacher Quality Through Massively Open Online Professional Development
Catapult Round 4 - Promoting Reading Comprehension and Learning with Multimodal Science Texts (PRISM) ($30,000)
English Learners[8217] Support for Writing Achievement (ELSA)
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2017-09-01 — 2021-08-31
2017-09-01 — 2021-08-31
Growth Mindset-based Early Reading Intervention
Catapult Round 3 -Improving Literacy Treatment through Biometric Technology (Funded amount $30,000)
Catapult Round 2 - Follow-up Snook ISD as a CEHD Lab School Project Mission (Funded amount $30,345)
Catapult Round 1 - Exploration of Snook ISD as a CEHD Lab School Project (Funded amount $11,911)
Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools
Co-I (). US Department of Education - Institute of Education Sciences (Federal)
2015-08-01 — 2020-07-31
2015-08-01 — 2020-07-31
Strengthening Europeans' Capabilities by Establishing the European Literacy Network
Processes of Children's Literacy Acquisition in Chinese as a Second Language
Implementing Systematic, Explicit and Multi-sensory Instruction of Arabic and English Literacy Skills in Grade Levels 2 and 3 in Doha Elementary Schools
Raising the Achievement of Fourth and Fifth Grade Readers of English in Qatar through Strategies-Based Reading Instruction
Raising the Achievement of Middle School Readers of English, Math, and Science throughReading Strategy Instruction and Professional Development of Teachers
Enhancing Vocabulary and Comprehension of English Language Learners Through the Instruction of Metacognitive Strategies
Preparing Pre-Service Teachers with Effective Strategies to Instruct English Learners in Mainstream Classrooms
Texas A&M Early Reading First Project: A Multisensory Discovery Approach
Texas A&M Early Reading First Project: A Multisensory Discovery Approach
Literacy Studies Group
Master Reading Teachers
AWARDS
Fellow. International Academy of Learning Disabilities. (2001)
Senior Scholar Research Award, CEHD 2017. TAMU. (2017)
Teacher of the Year. Fayetteville State University. (1989)
Visiting Research Scholar. German Institute for International Educational Research. (2012)
Visiting Scholar. Erasmus Mundus, University of Potsdam, Germany. (2009)
EDITORSHIPS
Editorial Board Member. Annals of Dyslexia (2000)
Editorial Board Member. Dyslexia: An international Journal (2005)
Editorial Board Member. Human Technology (2015)
Editorial Board Member. Journal of Educational Psychology (2013)
Editorial Board Member. Journal of Learning Disabilities (1994)
Editorial Board Member. Journal of Literacy Research (2003)
Editor. Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education (2003)
Editor. Monograph series on Neuropsychology and Cognition (1987 - 2004)
Editor. Reading and Writing: An Interdisciplinary Journal (1989)
Editorial Board Member. Reading Psychology (1998)
Editorial Board Member. Reading Research Quarterly (2001 - 2003)
Editorial Board Member. Scientific Studies of Reading (2006)
Editorial Board Member. The Reading Teacher (1993 - 1999)
LEADERSHIP POSITIONS
Board of Directors. International Dyslexia Association. (2000)
Brazos County Branch. International Dyslexia Association. (2011)
Chair. Signature Hire for Achievement Disparities. (2014)
Co-coodinator. With Dr. Helfeldt for Reading program. (2011)
Director. NATO Advanced Study Institutes on Literacy/Orthography/Dyslexia. (1980)
Director. NATO Advanced Study Institutes on Literacy/Orthography/Dyslexia. (1982)
Director. NATO Advanced Study Institutes on Literacy/Orthography/Dyslexia. (1987)
Director. NATO Advanced Study Institutes on Literacy/Orthography/Dyslexia. (2001)
Member, Organizing Committee. Cross-Linguistic/Cross-Cultural Communication and Studies. (2004)
Member, Organizing Committee. Internaitonal Mutlingualism and Dyslexia Conference. (2004)
Secretary. International Dyslexia Association. (2003)
Visiting Research Scholar. German Institute for International Educational Research. (2011)