Curriculum Vitae
Research Interests
Reading Acquisition and Development
Reading Assessment and Correction
Reading Comprehension Development and Text Processing
Reading in Science and Mathematics
Professor in the Department of Teaching, Learning and Culture, College of Education and Human Development (CEHD), Texas A&M University. Dr. Rupley received the 2013 A. B. Herr award presented for distinguished service and contributions in reading presented by Association of Literary Educators and Researchers. He is the recipient of the CEHD Instructional Research Laboratory Research Achievement Award and was appointed a Regents Scholar in 2001. He is the Editor-in-Chief of Reading Psychology: An International Journal and coauthor of Principles and Practices of Teaching Reading (10th ed., Merrill Publishing Co.) which is one of the top 10 textbooks on reading instruction used at both graduate and undergraduate levels. William H. Rupley's primary areas of expertise are reading acquisition, reading comprehension, reading in science and mathematics, and teacher effectiveness. He has developed and implemented programs using technology to teach effectively and assess students' reading capabilities, as well as conducting research in the areas of reading comprehension and effective teaching. He has published more than 125 articles and columns in research journals that include Reading Research and Instruction, Peabody Journal of Education, Journal of Research in Education, Scientific Studies in Reading, Reading and Writing, The Reading Teacher, Journal of Literacy Research and Instruction, The Reading Teacher, and Reading and Writing Quarterly. His research has focused on instructional development to increase teachers' effectiveness in teaching reading development, and reading comprehension in diverse disciplines including social studies, science, probabilistic thinking and climate forecasting. He has been either the PI or Co-PI for over $3 million in federal and state professional development and teacher training grants including: Enhancing the Quality of Expository Text Instruction and Comprehension Through Content and Case Situated Professional Development (Institute of Education Sciences, $1,500,000); Development of Climate Forecasts Decision Making: Teaching Materials for Middle School Teachers and Students (National Atmospheric and Oceanic Administration, $237,000); and Bridges to Literacy (Verizon Foundation, $229,874).

Ph.D., University of Illinois (1975)
M.S., St. Francis college (1970)
B.S., Indiana University (1968)
EDCI684. Professional Internship
EDCI685. Directed Studies
RDNG301. Rdng Acquisition In Early Childhood Education
RDNG674. Devel Rdng Elem Grade
Mohammed R A A Jouhar, Ph.D. (Fall 2020)
Leily Ziglarli, Ph.D. (Spring 2020)
Carol Kelly Cordray (Fall 2019)
Ricardo Lumbresas, Jr. (Spring 2016)
Beth C. Brabham (Spring 2016)
Daphne Carr Henderson (Spring 2016)
Catherine T. Ritz (Fall 2015)
Debra Phillips (Fall 2014)
Matthew Keil (Spring 2014)
Angela Hairrell (Summer 2008)
Sandra Mergen (Summer 2000)
Luana Zellner (Fall 1998)
Books and Monographs
Rupley, W. H.( 2008). Direct instruction in reading for the struggling reader: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Reading & Writing Quarterly
Rupley, W.H., Logan, J.W., & Nichols, W.D. (2002). Vocabulary instruction in a balanced reading program. The Netherlands: WorldCom Marcopolo.
Heilman, A.J., Blair, T.R., & Rupley, W. H. (2001). Principles and practices of teaching reading. Principals and Practices of Teaching Reading. (10th ed.). Columbus, OH: merrill.
Journal Articles
J.A. Nichols, W.D. Nichols, & W.H. Rupley. (2020). Teacher efficacy and attributes on the implementation of tiered instructional frameworks. Int. J. Eval. & Res. Educ. Vol 9, (3), 731-742.

Rasinski, T.V., Yates, R., Foerg, K., Greene, K., Paige, D., Young, C., & Rupley, W. H. (2020). Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School. Educ. Sci.10, (9) 227-237.

Paige, D.D., Smith G., Rupley, W.H. & Wells, W. (2020) Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District, Literacy Research and Instruction, 1-26. DOI: 10.1080/19388071.2020.1780653

Rupley, W.H, Nichols, W.D., Rasinski, T.V., & Paige, D. (2020) Fluency: Deep Roots in Reading Instruction. Educ. Sci. 2020, 10, 155.

Jouhar, M.R.& Rupley, W.H. (2020) The Reading[48]13Writing Connection based on Independent Reading and Writing: A Systematic Review, Reading & Writing Quarterly, DOI: 10.1080/10573569.2020.1740632

Lumbreras, R., & Rupley, W.H. (2020). Understanding by Design (UbD): Exploring Its Impact on Pre-Service Teachers[48]19 Perceptions and Vocabulary Use for Lesson Planning, Designing, and Delivering. International Journal of Evaluation and Research in Education, 9, 594.

Rasinski, T.V., Nichols, W. D., Paige, D., Rupley, W. H., Young, C., & Valero, M (2020). Teaching reading: A blend of art and science. Literacy Today |September/October |
Barron, E. R., Rupley, W. H., Paige, D., Nichols, W. D., Nichols, J. & Lumbreras, R. (2018). Middle School Teachers' Knowledge and Use of Comprehension Strategies in Discipline Instruction. International Journal of Learning, Teaching and Educational Research 17 (10) (DOAJ)
Henderson, D.C., Rupley, W.H., Nichols, J.A., Nichols, W.D., & Rasinski, T.V. (2018). Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. Reading and Writing Quarterly. 1-16. (IF 1.06)
Paige, D. D., Rupley, W. H., Smith, G. S., Olinger, C., & Leslie, M. (2018). Acquisition of letter naming knowledge, phonological awareness, and spelling knowledge in kindergarten children at-risk for learning to read. Child Development Research, Vol. 2018, article ID 2142894.
Paige, D. D., Smith, G. S., Rasinski, T. V., Rupley, W. H., Magpuri-Lavell, T., & Nichols, W. D. (2018). A path analytic model linking foundational skills to Grade 3 state reading achievement. Journal of Educational Research. 1-11. (IF 1.239) DOI: 10.1080/00220671.2018.1445609
*Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M. (2017). Meta-synthesis of factors that contribute to a child's initial communication development and previously identified effects of reading mathematics storybooks to toddlers and preschoolers. Child Development Research, 2017,1-10. https:
Lumbreras, R. Jr, & Rupley, W. H. (2017). Si, se puede! Achieving Academic Excellence Online. Distance Education 38 (3), 381-393. (IF 1.592). DOI: 10.1080/01587919.2017.1369004
Lumbreras, R., & Rupley, W. H. (2017). Educational experiences of ELL Educators: Searching for Instructional Insights to Promote ELL Students Learning. Educational Research for Policy and Practice
Lumbreras, R., & Rupley, W. H. (In press). A Tale of Two Migrants: Lessons from the Fields of America, Journal of Latinos and Education
Paige, D. D., Rupley, W. H., Smith, G. S., Rasinski, T.V., & Nichols, W. D. (2017). Is prosodic reading a strategy for comprehension? Journal of Educational Research Online 9 (2), 245-275
Brabham, B. c., Nichols, J. A., W. H. Rupley, Nichols, W. D., Rasinski, T. V., Paige, D. (2016). Teachers' Perceptions and Implementation of Professional Development in Writing Instruction. Journal of Studies in Education 6 (3), 32-61.
Godwin, A., Rupley, W. H., Capraro, R. M. & Capraro, M. M. (2016). Reading and mathematics bound together: Creating a home environment for preschool learning. Journal of Education and Learning, 5(1), 44-59, doi:
James, M. C., Nichols, J. A., Nichols, W. D., Rupley, W. H., Franks, A., Rasinski, T. V., & Paige, D. (2016). Tracking Exposed: The Potential for Undermining Urban High School Students [48]19 Academic Success through Course Placement Practices. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320-7388, p-ISSN: 2320 737X Volume 6, Issue 3 Ver. I (May. - Jun. 2016), 1 -11
James, M.C., Rupley, W.H., Hall, K. K., Nichols, J.A., Raskinski, T.V., & Harmon, W.C. (2016). Reform Stall: An Ecological Analysis of the Efficacy of an Urban School Reform Initiative to Improve Students[48]19 Reading and Mathematics Achievement. Cogent Education, 3(1), 1245089.
Philips, D., Nichols, W. D., Rupley, W. H., Paige, D., & Rasinski, T. V. (2016). Efficacy of Professional Development: Extended Use of Focused Coaching on Guided Reading Instruction for Teachers of Grades One, Two, and Three. International Research in Higher Education 1 (2), 12 [48]13 24.
Rasinski, T.V., Chang, S.C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K.S., Walsh, Moorman, E., Yildirim, K., Nichols, W.D., Rupley, W. H., and Paige, D.D. (2016). Reading Fluency and College Readiness. Journal of Adolescent & Adult Literacy. Journal Impact Factor 2015 (most recent available) .70
Rasinski, T. V., Paige, D., Rains, C., Stewart, F., Julovich, B., Prenkert, D., Rupley, W. H., & Nichols, W. D. (2016). Effects of Intensive Fluency Instruction on the Reading Proficiency of Third Grade Struggling Readers. Reading and Writing Quarterly
Paige, D. D., Magpuri-Lavell, T., Rasinski, T. V., & Rupley, W. H. (2015). Fluency differences by text-genre in proficient and struggling secondary students. Advances in Literary Study. 3(4), 102-117.
Rupley, W. H., Paige, D. D., Rasinski, T. V., Slough, S. W. (2015). Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Reader. Journal of Education and Training Studies, 3(4), 1-8. Retrieved from
Rupley, W. H., Nichols, W. D., Mraz, M., & Blair, T. R. (2012). Building conceptual understanding through vocabulary instruction. Reading Horizons, 51
Capraro, R. M., Capraro, M. M., & Rupley, W. (2011). Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education.
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2011). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66
Hairrell A., Rupley, W. H., Edmonds M., Larsen R., Simmons D., Willson V., Byran, G., & Vaughn S., (2011). Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading & Writing Quarterly 27, (3), 239-260
Hairrell, A., Rupley, W. H., & Simmons, D. (2011). The State of Vocabulary Research. Literacy Research and Instruction, 50 (4), 253-271
*Hairrell, A., Simmons, D., Rupley, W., & Vaughn, S. (2011). An investigation of fourth-grade teachers' use of vocabulary instruction in social studies. Journal of Reading Education, 36 (3), 19-25
Rupley, W. H. (2011). Research on Teacher Quality: Improving Reading and Writing Instruction Reading & Writing Quarterly 27, (3) 179-182
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical misunderstandings. Journal of Mathematics Education, 3(2), 58-66.
Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2010). Examining the impact of teacher quality on fourth-grade students' comprehension and content-area achievement. Reading and Writing Quarterly
Hairrell*, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., and Rupley, W. H. (2010). Translating vocabulary research to social studies instruction: Before, during and after text-reading strategies. Intervention in School and Clinic, 46(4), 1-7
Rupley, W. H. (2010). An introduction to linking reading and science: Focusing on a broader bases of understanding. Reading Psychology: An International Journal, 31 (3), 203-205
Rupley, W. H., & Slough, S. W. (2010). Building prior knowledge and vocabulary in science in the intermediate grades: Creating hooks for learning. Literacy Research and Instruction, 49, 99-112
Simmons, D., Hairrell*, A., Edmonds, M., Vaughn, S., Larsen*, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students' general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121-156
Slough, S. W., & Rupley, W. H. (2010). Recreating a recipe for science instructional programs: Adding learning progressions, scaffolding, and a dash of reading variety. School Science and Mathematics Journal, 110, 352-362
Nichols, W. D., Rupley, W. H., & Rasinski, T. (2009) Fluency in learning to read for meaning: Going Beyond Repeated Readings. Literacy Research and Instruction, 48: 1-13.
Rupley, W. H., & Nichols, W. D. (2009). Matching Instructional Design with Vocabulary Instruction. Reading Horizons
Slough, S. W. & Rupley, W. H. (2009). Defining web-enhanced curriculum-based measurement in mathematics and science. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Society for Technology and Teacher Education Annual 2009 (pp. 3843-3847). Chesapeake, VA: AACE.
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.
Nichols, W. D., Rupley, W. H., Blair, T. R. & Wood, K. D. (2008). Vocabulary strategies for linguistically diverse learners. Middle School Journal., 39 (3), 65-69.
Rasinski, T.V., Rupley, W.H., & Nichols, W. D. (2008, November). Two essential ingredients: Phonics and fluency getting to know each other. The Reading Teacher, 62 (3), 257[150]260.
Rupley, W. H. & Blair, T. R. & Nichols, W. D. (2008). Direct Instruction in teaching reading to struggling readers. Reading and Writing Quarterly
Rupley, W. H., Nichols, W. D., & Blair, T. R. (2008) Language and culture in literacy instruction: Where have they gone? The Teacher Educator, 43 (3).
Rupley, W. H., Nichols, W. D., & Rasinski T. V. (2008). Integrating phonics an fluency in a balanced reading program. Journal of Balanced Reading Instruction,16 (1) 1-10.
Blair, T. R., Rupley, W. H., and Nichols, W. D. (2007) The effective teacher of reading: Considering the "what" and "how" of instruction. The Reading Teacher, 60 (5), 432-438.
Kaplan, D. S., Rupley, W. H., Sparks, J, & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39, No. 3, pp. 357-387.
Nichols, W.D., Wilkins, J.L., Rupley, W.H., Helfeldt, J., Young, C.A., & O'Connor. (2007). Examining elementary and middle school teachers' beliefs and instructional practices related to reading. Balanced Reading Instruction, 13, 37-58.
Rupley, W. H. (2007). An introduction to middle school reading instruction.Reading Psychology, 28, No. 1, pp. 1-4.
Nichols, W. D., Zellner, L. J., Rupley, W. H., Willson, V. L., Kim, Y., Mergen, S., & Young, C. A. (2006). What Affects Instructional Change? Profiles of K-2 Teachers' Use of Reading Instructional Strategies and Methods. Journal of Literacy Research, 37, 413-436.
Rupley, W. H. (2006). Reading and Mathematics: Introduction. Reading Psychology: An International Journal, Special Issue on Reading and Mathematics, 27: 87-89.
Nichols, W.D., & Rupley, W.H. (2005). Vocabulary instruction aimed at the struggling learner. Reading and Writing Quarterly.
Rupley, W. H. (2005). Reading Fluency: Introduction. Reading Psychology: An International Journal, 26: 103-105.
Nichols, W.D., Rupley, W.H., Rickelman, R.J., & Algozzine, B. (2004). Examining phonemic awareness and concepts of print patterns of kindergarten students. Reading Research and Instruction, 43, 56-81.
Rupley, W.H., Logan, J. & Nichols, W.D. (2003). Vocabulary instruction in a balanced reading program. Balanced Reading Instruction, 9, 89-104.
Rodriguez, M. S., Mergen, S. L., Rupley, W. H., & Willson, V. L. (2000). Developing Spanish close translations of the CBLA-R: Implications for using translations to assess LEP children's reading. Journal of Research and Development in Education, 33, 65-73.
*Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000 ). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.
Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.
*Willson, V. L., Rupley, W. H., Rodriguez, M., & Mergen, S. (1999). The relationships among orthographic components of word identification and spelling for grades 1-6. Reading Research and Instruction, 89-102.
Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary children's reading comprehension. Scientific Studies of Reading, 2, 143-158.
Book Chapters
Willson, V. L., & Rupley, W. H. (2013). Design for Learning Disabilities Experimental and Quasi-Experimental Research. Chapter 31 (p. 593 - 607). Edited by H. Lee Swanson, Karen R. Harris, and Steve Graham
Rasinski, T.R., Rupley, W. H., Nichols, W. D. (2012). Phonics and Fluency Practice With Poetry: Lessons That Tap the Power of Rhyming Verse to Improve Students' Word Recognition, Automaticity, and Prosody; and Help Them Become Successful Readers. New York: Scholastic
Rupley, W. H., Nichols, W. D., & Mras, M. (2012). Words are everywhere: Supporting Struggling Readers[8217] Word Knowledge. In Supporting Struggling Readers: Reading and Strategy Use. Barbara Walker, Ed. Christopher-Gordon Publisher
Rupley, W., Capraro, R. M., & Capraro, M. M. (2011). Theorizing an integration of reading and mathematics: Solving mathematical word problems in the elementary grades. LEARNing Landscapes, Special issue: Mind, Brain and Education, 5, 227-250
Rupley, W. H., & Willson, V. L. (2011) Section Editors. Studying Reading Disabilities. In Handbook of Reading Disabilities Research 407 -- 496. General Editors: Richard Allington & Anne McGill-Franzen, Lawrence Erlbaum, Inc
Willson, V., & Rupley, W. H. (2011). Experimental and Quasi-experimental Designs for Interventions. In Handbook of Reading Disabilities Research General Editors: Richard Allington & Anne McGill-Franzen, Lawrence Erlbaum, Inc. 434-444
Nichols, W. D., Rupley, W. H., Kiser, K., & Shou, S. (In press). How can vocabulary instruction be made an integral part of learning in middle and high school classroom? In Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms.
Rupley, W.H. (2003). Reading psychology: An international quarterly. In B. Guzzetti (Ed.), Literacy in America: An Encyclopedia. Santa Barbara, CA: ABC-CLIO Publishing.
Rupley, W. H., Willson, V. L., Mergen, S. L., Rodriguez, M., Nichols, W. D., & Logan, J. W. (1999).Teachers' use of informal assessment and students' reading performance. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), 48th Yearbook of the National Reading.
Other Publications and Presentations
Rasinski, T. V., Rupley, W. H., & Paige, D. D. (2015, November/December). Beyond the new norm: The benefits of reading more than informational texts. Literacy Today, 33(3).
Capraro, R. M., Capraro, M. M., Rupley, W. H., & Slough, S. W. (2010). The confluence of reading and mathematics strategies to enhance mathematical cognition. Policy Brief.
Nichols, W. D., Rupley, W. H., Rickleman, R., & Young, C. S. (2008). Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools. Annual Yearbook of the College Reading Association
Catapult #5
2018-11-01 — 2020-05-01
Adaptive Reading Instruction for Success in Early Elementary Reading (ARISE): A Professional Development Project
PI. US Department of Education (Federal)
2018-09-01 — 2021-08-31
Catapult Round 2 - Follow-up Snook ISD as a CEHD Lab School Project Mission (Funded amount $30,345)
Co-PI (). TAMU College of Education & Human Development (State)
2016-05-01 — 2017-05-31
Catapult Round 1 - Exploration of Snook ISD as a CEHD Lab School Project (Funded amount $11,911)
Co-PI (). TAMU College of Education & Human Development (State)
2016-02-01 — 2016-12-31
Investigating the Impact of Interactive Graphical Elements and Text on Reading Comprehension as Students[8217] Transition from Learning to Read to Reading to Learn in Science
Co-PI (). National Science Foundation (Federal)
2013-09-01 — 2015-08-31
Development of the Assessment of Teachers' Reading Instructional Plans (ATRIP): An Assessment of Teachers' Knowledge of Early Reading Instruction
PI. Utah State University (State)
2012-07-01 — 2016-06-30
Teacher Quality Research
Co-PI (). University of Texas at Austin (State)
2009-03-01 — 2013-02-28
NCER-MS G2: Project DIPS: Designing Instructional Practices in Science through Purposive Sequencing of Hands on Activities and Using Textbooks and Informational Text (DIPS)
Co-PI (). US Department of Education (Federal)
2008-09-01 — 2011-08-31
Increasing Reading Comprehension for College-level Students: Teaching Strategies and Practices for Entry Level Courses
PI. Texas Higher Education Coordinating Board (State)
2008-03-01 — 2010-02-28
Enhancing the Quality of Expository Text Instruction and Comprehension Through Content and Case-Situated Professional Development
Co-PI (). US Department of Education (Federal)
2005-09-01 — 2009-08-31
Development of Climate Forecasts Decision Making Teaching Materials for Junior High School Teachers and Students
Co-PI. Office of Global Programs: National Oceanic and Atmospheric Administration (Federal)
2003-01-01 — 2004-12-31
Fellows Integrate Science/Math in Rural Middle Schools
Co-PI (). National Science Foundation (Federal)
2003-01-01 — 2005-12-31
Brighter Horizons in Early Literacy
PI. Verizon (Private)
2002-01-01 — 2004-12-31
Reading Curriculum and Reading Instructional Programs
PI. Calvert ISD (Local)
2001-09-01 — 2002-08-31
Reading Assessments
PI. Somerville ISD (Local)
2000-09-01 — 2001-08-31
Reading Assessments
PI. College Station ISD (Local)
2000-09-01 — 2001-08-31
Texas Reading Academies: Linking Together Two Rural Schools to Implement Best Practices in Teaching Reading in the Elementary Grades
PI. Texas Education Agency/Somerville ISD (State)
1999-09-01 — 2000-08-31
Climate and Diversity Leadership Award. TLA Dept, May 2018. (2018)
Distinguished Research Fellow. CEHD Awarded. (2012)
Regents Scholar, Initiative for excellence in Educ (2014)
TAMU Regents Initiative for Excellence. Education's Academy for Educator Development. (2001)
Editorial Board Member. Cogent Education (2014 - 2017)
Editorial Board Member. EURASIA Journal of Mathematics, Science & Technology Education (2014 - 2016)
Editorial Board Member. Journal of Literacy Research (2009)
Editorial Board Member. Journal of Reading Education (2006)
Editorial Board Member. Literacy Research and Instruction (2004)
Editorial Board Member. Reading and Writing Quarterly (2005)
Co-Editor. Reading Psychology (1986 - 1989)
Editor. Reading Psychology (2010)
Editorial Board Member. Reading Research and Instruction (2000 - 2000)
Editorial Board Member. Scientific Studies of Reading (1999 - 2002)
Editorial Board Member. The Reading Teacher (2005 - 2006)
Chairman. TLAC Committee to Revise Merit Evaluation System (2011-2012). (2011)
Co-Chair. College Level Council of Principal Investigators. (2009)
Member Of the External Reviewers. Reno-Tahoe Meeting of the International Reading Assocation. (2004)
Member Review Panal. Research Sessions of the Annual Conference of the International Reading Association. (2004)
Member Review Panal. Research Sessions of the Annual Conference of the International Reading Association. (2004)
Member. Texas Education Agency Office of Statewide Inititiatives. (2003)