I am an assistant professor of Special Education and Educational Psychology programs in the Department of Counseling, Educational Psychology and Special Education at Michigan State University.
My research focuses on statistical modeling of reading development as it relates to (a) understanding cognitive, motivational, and contextual predictors of reading development, (b) developing and validating methods to accurately measure students’ response to intervention (or growth), and (c) designing and examining efficacy of instructional methods for students with reading difficulties.
Approximately 5% – 10% of the student population in the US struggle with reading. For these students with reading difficulties, reading competence does not develop automatically as a natural course of development. My research program has three inter-related strands that address the educational needs of students with reading difficulties, including English learners.
First, I study cognitive, motivational, and contextual predictors of reading development to understand the sources and mechanisms of reading failure. Second, I research innovative ways to assess learning processes as accurately and early as possible to identify students with learning disabilities. Third, I evaluate the effects of various reading interventions through randomized control trials as well as meta-analyses.
Cognitive, Motivational, and Contextual Predictors of Literacy Development
Through correlational studies, I study cognitive, motivational, and contextual predictors of reading development in at-risk population, including English learners, to understand the sources and mechanisms of reading failure.
Assessment of and for Learning
I research innovative ways to assess learning process as accurately and early as possible to identify students with learning disabilities to ensure the provision of timely instructional support. The topics addressed in this research strand are dynamic assessment and curriculum-based measures (progress monitoring).
My research focuses on understanding key elements of effective reading interventions. As such, I develop and test the efficacy of reading intervention designed to address cognitive & linguistic deficits and maladaptive motivational patterns of struggling readers. In addition, I conduct meta-analyses of reading interventions. My end goal is to design reading intervention that empowers students with reading difficulties by strengthening both skill and will.