The University of Texas at Austin, (Roberts)
Florida State University, (Torgesen)
The University of Colorado at Boulder, (Boardman)
The University of Texas at Austin, (Scammacca)
Requests for reprints should be sent to Greg Roberts, Vaughn Gross Center, The University of Texas at Austin, College of Education, SZB 228, 1 University Station, D4900, Austin, TX 78712-0365. Electronic inquiries may be sent to [email protected].
About the Authors
Greg Roberts, Ph.D. is Associate Director of the Vaughn Gross Center for Reading and Center Director of Data Analysis. He is Principal Investigator and Director of the Special Education Strand of the National Content Center on Instruction, Principal Investigator of the Dissemination Core for the research-oriented, NICHD-funded Texas Center for Learning Disabilities, and past Co-Director of the Central Center for Reading First Technical Assistance. Trained as an educational research psychologist, with expertise in quantitative methods, Dr. Roberts has directed evaluation projects of programs in education, social services, and health care. He is an external evaluator for the Reading First programs in the states of Hawaii and Oregon, and he directs evaluation of the Pihana Na Mamo project, a DOE-funded program supporting postsecondary transition of Native Hawaiian students with disabilities. He has published in multidisciplinary Tier 1 journals using structural equation models, meta-analysis, and multilevel models. He was the 1995–1996 Hogg Foundation Fellow in Mental Health Program Evaluation. Dr. Roberts has an undergraduate degree in special education and taught primary-aged children with emotional disabilities for 3 years, as well as first and sixth grades.
Joseph K. Torgesen is the Morcom Professor of Psychology and Education at Florida State University and Director Emeritus of the Florida Center for Reading Research. He also serves as the Director of Reading for the Center on Instruction K-12 in Reading, Math, and Science. He received his Ph.D. in Developmental and Clinical Psychology from the University of Michigan, and his research has focused on the psychology of reading and interventions for students with reading difficulties.
Alison Boardman, Ph.D. is an adjunct professor at the University of Colorado at Boulder and an educational consultant for the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin where she received her doctorate in education psychology. She works with school districts and state departments across the country to plan and implement effective professional development in reading. Her research interests include teaching struggling readers, providing effective professional development, and collaboration among general education and special education teachers.
Nancy Scammacca is a researcher at the Vaughn Gross Center for Reading and Language Arts in the College of Education, The University of Texas at Austin. She has served as a research consultant to school districts, state education agencies, nonprofit advocacy groups, curriculum developers, and testing and measurement organizations. Her current research focuses on response to intervention models in both reading and mathematics.
