Curriculum Vitae Jeanne A. Wanzek January 26, 2015 General Information



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Curriculum Vitae
Jeanne A. Wanzek
January 26, 2015

General Information
University address: School of Teacher Education
Florida Center for Reading Research
1107 W. Call St., P. O. Box 306-4304
Florida State University
Tallahassee, Florida 32306-4459
Phone: 850-644-9080

E-mail address: jwanzek@fcrr.org



Professional Preparation
2005 Ph.D., University of Texas at Austin, Austin, TX. Major: Special Education, Learning Disabilities and Behavior Disorders. Supervisor: Sharon Vaughn.
Wanzek, J. (2005). Response to varying amounts of time in reading intervention for students demonstrating insufficient response to intervention. Unpublished doctoral dissertation, University of Texas at Austin, Austin, TX.
2000 M.S., Northern Illinois University, DeKalb, IL. Major: Special Education, Learning Disabilities. Supervisor: William Bursuck.
Wanzek, J. (2000). Teaching phonological awareness to at-risk learners in kindergarten and first grade: An analysis of four training programs. Unpublished master's thesis, Northern Illinois University, DeKalb, IL.
1995 B.S., Northern Illinois University, DeKalb, IL. Major: Special Education, High Incidence Disabilities.
1995 B.S., Northern Illinois University, DeKalb, IL. Major: Elementary Education, Math.

Professional Credential(s)
1996–present State of Illinois Teacher Certification Type 03 (K-9) Endorsement: Elementary Education.
1996–present State of Illinois Teacher Certification Type 10 (K-12) Endorsements: Educable Mentally Handicapped; Learning Disabilities.

Professional Experience
2013–present Associate Professor, Special Education Program, School of Teacher Education, Florida State University.
2007–present Research Faculty, Florida Center for Reading Research, Florida State University, Tallahassee, FL.
2007–2013 Assistant Professor, Special Education Program, School of Teacher Education, College of Education, Florida State University, Tallahassee, FL.
2005–2007 Research Associate, Vaughn Gross Center for Reading and Language Arts, University of Texas at Austin, Austin, TX.
2006 Instructor, College of Education, University of Texas at Austin, Austin, TX.
2001–2005 Research Assistant, Vaughn Gross Center for Reading and Language Arts, University of Texas at Austin, Austin, TX.
2003–2004 Editorial Assistant, Journal of Learning Disabilities.
2002–2003 Instructor, College of Education, University of Texas at Austin, Austin, TX.
1998–2001 Second Grade Teacher, James R. Wood Elementary School, Somonauk, IL.
1996–1998 Special Education Teacher, Woodbury Elementary School, Sandwich, IL.

Teaching
Courses Taught
Differentiated Instruction for Students with Exceptionalities (EEX 4930)

Directed Individual Study (EEX 5906)

Supervised Research (EEX 5911)

Supervised Teaching (EEX 5863)

Teaching Reading in the Elementary School (RED 4510)

Special Topics in Special Education (EEX4930)

Differentiated Instruction (EDE 5327)

Foundations of Reading (RED 5147)

Intervention Research in Learning Disabilities (SED 383)

Reading Difficulties (SED 378T)



Research and Original Creative Work
Publications
Refereed Journal Articles
*Kent, S. C., Wanzek, J., Swanson, E. A., & Vaughn, S. (in press). Team-based learning for students with high-incidence disabilities in high school social studies classrooms. Learning Disabilities Research and Practice.
Ciullo, S., *Lo, S., Wanzek, J., & Reed, D. K. (in press). A synthesis of research on informational text reading interventions for elementary students with learning disabilities. Journal of Learning Disabilities.
Kim, Y. S., Al Otaiba, S., & Wanzek, J. (in press). Kindergarten predictors of third grade writing. Learning and Individual Differences.
Kim, Y. S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (in press). Towards an understanding of dimensions, predictors, and gender gap in written compositions. Journal of Educational Psychology.
Swanson, E. A., Wanzek, J., *McCulley, L., Stillman-Spisak, S., Vaughn, S., Simmons, D., Fogarty, M., & Hairrell, A. (in press). Literacy and text reading in middle and high school social studies and English language arts classrooms. Reading and Writing Quarterly.
Swanson, E. A., Wanzek, J., Roberts, G., & Vaughn, S. (in press). Students with disabilities included in middle school social studies classes: An experimental study of the PACT intervention. Exceptional Children.
Vaughn, S., Roberts, G., Swanson, E. A., Wanzek, J., Fall, A. M., & Stillman-Spisak, S. J. (in press). Improving middle school students' knowledge and comprehension in social studies: A replication. Educational Psychology Review.
Wanzek, J., *Kent, S. C., Vaughn, S., Swanson, E. A., Roberts, G., & Haynes, M. (in press). Implementing team-based learning in middle school social studies classes. Journal of Educational Research.
Wanzek, J., Swanson, E. A., Vaughn, S., Roberts, G., & Kent, S. C. (in press). Promoting acceleration of comprehension and content through text in high school social studies classes. Journal of Research on Educational Effectiveness.
*Kent, S. C., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y. (2014). Writing fluency and quality in kindergarten and first grade: The role of self-regulation, reading, transcription, and oral language. Reading and Writing: An Interdisclipinary Journal, 27, 1163-1188.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Wanzek, J., & Schatschneider, C. (2014). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention in reading. Exceptional Children, 81, 11-27.
Al Otaiba, S., Kim, Y-S., Wanzek, J., Petscher, Y., & Wagner, R. (2014). Long term effects of first grade multi-tier intervention. Journal of Research on Educational Effectiveness, 7, 250-267.
Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., *Ortiz, M., & Wagner, R. K. (2014). Understanding inadequate response to first grade multi-tier intervention: Nomothetic and ideographic perspectives. Learning Disability Quarterly, 37, 204-217.
Swanson, E. A., Hairrell, A., *Kent, S. C., *Cuillo, S., Wanzek, J., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47, 178-195.
Swanson, E. A., & Wanzek, J. (2014). Applying research in reading comprehension to social studies instruction for middle and high school students. Intervention in School and Clinic, 49, 142-147.
Vaughn, S., & Wanzek, J. (2014). Intensive intervention in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research and Practice, 29, 46-53.
Vaughn, S., Zumeta, R., Wanzek, J., Cook, B., & Klingner, J. (2014). Intensive interventions for students with learning disabilities in the RTI era: Position statement of the Division for Learning Disabilities Council for Exceptional Children. Learning Disabilities Research and Practice, 29, 90-92.
Wanzek, J. (2014). Building word knowledge: Opportunities for direct vocabulary instruction in general education for students with reading difficulties. Reading and Writing Quarterly, 30, 139-164.
Wanzek, J. A., Roberts, G., Al Otaiba, S., & *Kent, S. C. (2014). The relationship of print reading in tier 1 instruction and reading achievement for kindergarten students at-risk for reading difficulties. Learning Disability Quarterly, 37, 148-160.
Wanzek, J., Al Otaiba, S., & Petscher, Y. (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children, 80, 187-204.
Wanzek, J., Roberts, G., & Al Otaiba, S. (2014). Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties. Reading and Writing: An Interdisciplinary Journal, 27, 55-78.
Wanzek, J., Vaughn, S., *Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., Fall, A. M., Stillman-Spisak, S., & Solis, M. (2014). The effects of team-based learning on social studies knowledge acquisition in high school. Journal of Research on Educational Effectiveness, 7, 183-204.
*Hall, C., *Kent, S. C., *McCulley, L., Davis, A., & Wanzek, J. (2013). A new look at mnemonics and graphic organizers in the secondary social studies classroom. Teaching Exceptional Children, 46, 47-55.
Swanson, E. A., Wanzek, J., *Haring, C., *Ciullo, S., & *McCulley, L. (2013). Intervention fidelity in special and general education research journals. Journal of Special Education, 47, 3-13.
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48, 77-93.
Wanzek, J., Vaughn, S., Scammacca, N., *Metz, K., Murray, C., Roberts, G., & Danielson, L. (2013). Extensive reading intervention for older struggling readers: Implications from research. Review of Educational Research, 83, 163-195.
*Kent, S. C., Wanzek, J., & Al Otaiba, S. (2012). Print reading in general education kindergarten classrooms: What does it look like for students at-risk for reading difficulties? Learning Disabilities Research & Practice, 27, 56-65.
Wanzek, J., & *Kent, S. C. (2012). Reading interventions for students with learning disabilities in the upper elementary grades. Learning Disabilities: A Contemporary Journal, 10, 5-16.
Wanzek, J., & Cavanaugh, C. (2012). Characteristics of general education reading interventions implemented in elementary schools for students with reading difficulties. Remedial and Special Education, 33, 192-202.
Wanzek, J., & Roberts, G. (2012). Reading interventions with varying instructional emphases for fourth graders with reading difficulties. Learning Disability Quarterly, 35, 90-101.
Al Otaiba, S., *Folsum, J. S., Schatschneider, C., Wanzek, J., *Greulich, L., Meadows, J., *Lee, J., & Connor, C. M. (2011). Predicting first grade reading performance from kindergarten response to tier I instruction. Exceptional Children, 77, 453-470.
Swanson, E. A., Wanzek, J., Petscher, Y., Vaughn, S., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read aloud interventions on early reading outcomes among preschool through third graders at-risk for reading difficulties. Journal of Learning Disabilities, 44, 258-275.
Wanzek, J., & Vaughn, S. (2011). Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education, 32, 167-175.
Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2011). Efficacy of a reading intervention for middle school students with learning disabilities. Exceptional Children, 78, 73-87.
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., Barth, A., Romain, M., & Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of primary and secondary intervention. School Psychology Review, 39, 3-21.
Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P., Fletcher, J. M., Romain, M., Denton, C., Roberts, G., & Francis, D. J. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing: An Interdisclipinary Journal, 23, 931-956.
Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A. L., & Murray, C. S. (2010). Differences in the relationship of oral reading fluency and high stakes measures of reading comprehension. Assessment for Effective Intervention, 35, 67-77.
Wanzek, J., & Vaughn, S. (2010). Tier 3 interventions for students with significant reading difficulties. Theory into Practice, 49, 305-314.
Wanzek, J., Wexler, J., Vaughn, S., & *Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing: An Interdisciplinary Journal, 23, 889-912.
Vaughn, S., Wanzek, J., Murray, C. S., Scammacca, N., Linan-Thompson, S., & Woodruff, A. L. (2009). Response to early reading intervention: Examining higher and lower responders. Exceptional Children, 75, 165-183.
Wanzek, J., & Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities Research and Practice, 24, 151-163.
Chard, D., Stoolmiller, M., Harn, B. A., Wanzek, J., Vaughn, S., Linan-Thompson, S., & Kame'enui, E. J. (2008). Predicting reading success in a multi-level school-wide reading model: A retrospective analysis. Journal of Learning Disabilities, 41, 174-188.
Vaughn, S., Fletcher, J. M., Francis, D. J., Denton, C. A., Wanzek, J., Wexler, J., Crino, P. T., Barth, A. E., & Romain, M. A. (2008). Response to intervention with older students with reading difficulties. Learning and Individual Differences, 18, 338-345.
Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41, 126-142.
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541-561.
Wanzek, J., Vaughn, S., Kim, A., & Cavanaugh, C. L. (2006). The effects of reading interventions on social outcomes for elementary students with reading difficulties: A synthesis. Reading and Writing Quarterly, 22, 121-138.
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M. E., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543.
Cavanaugh, C. L., Kim, A., Wanzek, J., & Vaughn, S. (2004). Kindergarten reading intervention for at-risk students: Twenty years of research. Learning Disabilities: A Contemporary Journal, 2, 9-21.
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). A synthesis of research on graphic organizers and their effect on reading comprehension for students with learning disabilities. Journal of Learning Disabilities, 37, 105-118.
Wanzek, J., Bursuck, W., & Dickson, S. V. (2003). Evaluating the suitability of phonological awareness programs for children who are at risk. Teaching Exceptional Children, 35(4), 28-34.
Wanzek, J., & Haager, D. (2003). Teaching word recognition with blending and analogizing. Teaching Exceptional Children, 36 (1), 32-38.
Wanzek, J., Dickson, S. V., Bursuck, W., & White, J. M. (2000). Teaching phonological awareness to students at-risk for reading failure: An analysis of four instructional programs. Learning Disabilities Research and Practice, 15, 226-239.

Refereed Monographs
Murray, C. S., Coleman, M. A., Vaughn, S., Wanzek, J., & Roberts, G. (2012). Designing and delivering intensive interventions: A teacher's toolkit. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K-3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Invited Book Chapters
Al Otaiba, S., Allor, J., Ortiz, M., Gruelich, L., Wanzek, J., & Torgesen, J. (in press). Tier 3 primary grade reading interventions: Can we distinguish necessary from sufficient? In M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York, NY: Springer.
Foorman, B., & Wanzek, J. (in press). Classroom reading instruction for all students. In M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York: NY: Springer.
Wanzek, J., Al Otaiba, S., & Gatlin, B. (in press). Implementation of tier 2 interventions in the primary grades. In M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York, NY: Springer.
Roberts, G., Wanzek, J., & Vaughn, S. (2012). Passage difficulty and the relationship of oral reading fluency and different measures of reading outcome. In C. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.), A measure of success:The influence of curriculum-based measurement on education. Minneapolis, MN: University of Minnesota Press.
Al Otaiba, S., Calhoon, M., & Wanzek, J. (2010). Response to intervention: Treatment validity and implementation challenges in primary and middle grades. In T. E. Scruggs, & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Literacy and learning, Volume 23 (pp. 1-28). Bingley, United Kingdom: Emerald.
Wanzek, J., & Vaughn, S. (2010). Research-based implications from extensive early reading interventions. Reprinted with permission. In T.A. Glover, & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 113-142). New York: Guilford.
Vaughn, S., Linan-Thompson, S., Woodruff, A. L., Murray, C. S., Wanzek, J., Scammacca, N., Roberts, G., & Elbaum, B. (2008). Effects of professional development on improving at-risk students' performance in reading. In C. R. Greenwood, T. R. Kratochwill, & M. Clements (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 115-142). New York: Guilford Press.
Vaughn, S., Wanzek, J., & Fletcher, J. M. (2007). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities. In B. M. Taylor, & J. E. Ysseldyke (Eds.), Effective instruction for struggling readers. K-6 (pp. 173-195). New York: Teacher's College Press.
Vaughn, S., Wanzek, J., Linan-Thompson, S., & Murray, C. S. (2007). Monitoring response to supplemental services for students at-risk for reading difficulties: High and low responders. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention (pp. 234-243). Springer Science: New York.
Vaughn, S., Wanzek, J., Woodruff, A. L., & Thompson, S. (2007). Prevention and early identification of students with reading disabilities. In D. H. Haager, S. Vaughn, & J. K. Klingner (Eds.), Evidence-based reading practices for response to intervention (pp. 11-27). Baltimore, MD: Brookes.
Wanzek, J., & Vaughn, S. (2006). Bridging the research to practice gap: Maintaining the consistent implementation of research-based practices. In B. Cook, & B. Schirmer (Eds.), What is special about special education? Examining the role of evidence-based practices (pp. 164-174). Austin, TX: PRO-ED.

Refereed Book Chapters
Vaughn, S., Wanzek, J., & Denton, C. (2014). Teaching elementary students with learning difficulties. In L. Florian (Ed.), Handbook of Special Education (pp. 633-658). Thousand Oaks, CA: Sage.
Wexler, J., Wanzek, J., & Vaughn, S. (2009). Preventing and remediating reading difficulties for elementary and secondary students. In G. D. Sideridis, & T. A. Citro (Eds.), Strategies in reading for struggling learners (pp. 15-35). Westin, Massachusetts: LDW Worldwide.
Vaughn, S., Wanzek, J., & Denton, C. A. (2007). Teaching elementary students who experience difficulties in learning. In L. Florian (Ed.), Handbook of special education (pp. 360-377). Thousand Oaks, CA: Sage.

Presentations
Invited Papers at Symposia
Wanzek, J. (presented 2014, March). Team-based learning in the social studies: Replication across grade levels. In C. Connor (Chair), Replicating studies: When treatment effects replicate and when they don't. Symposium conducted at the meeting of Society for Research on Educational Effectiveness, Washington, D. C. (National)
Swanson, E. A., & Wanzek, J. (presented 2014, February). Text-based reading comprehension intervention outcomes for adolescents in social studies. In D. Simmons (Chair), Examining the influence of learner characteristics, interventions, and assessments on adolescents' reading comprehension. Symposium conducted at the meeting of Pacific Coast Research Conference, San Diego, CA. (National)
Wanzek, J. (presented 2013, February). Team-base learning and its effects on social studies knowledge acquisition. In K. McMaster (Chair), Developing reading comprehension intervention: Understanding parts of the whole. Symposium conducted at the meeting of Pacific Coast Research Conference, San Diego, CA. (National)
Wanzek, J. (presented 2011, July). Moderators of oral reading fluency for students with learning disabilities or social/emotional disorders receiving special education. In S. Al Otaiba (Chair), of oral reading fluency for students with learning disabilities or social/emotional disorders receiving special education. Symposium conducted at the meeting of Society for the Scientific Study of Reading, St. Petersburg, FL. (International)

Refereed Papers at Conferences
Al Otaiba, S., & Wanzek, J. (presented 2011, June). Exploring responsiveness to beginning reading instruction on first grade reading outcomes. Paper presented at 8th International Conference, British Dyslexia Association, Harrogate, England. (International)
Wanzek, J. (presented 2011, April). Characteristics of general education reading interventions implemented in elementary schools for students with reading difficulties. Paper presented at annual meeting, American Educational Research Association, New Orleans, LA. (International)

Refereed Papers at Symposia
Wanzek, J. (presented 2014, July). The effects of team-based learning on social studies knowledge acquisition in middle and high school. In E. A. Swanson (Chair), Improving adolescents' reading comprehension in the content areas. Symposium conducted at the meeting of Society for the Scientific Study of Reading, Santa Fe, New Mexico. (International)
Swanson, E. A., & Wanzek, J. (presented 2014, February). Text-based reading comprehension intervention outcomes for adolescents in social studies. In D. Simmons (Chair), Examining the influence of learner characteristics, interventions, and assessments on adolescents' reading comprehension. Symposium conducted at the meeting of Pacific Coast Research Conference, San Diego, CA. (National)
Wanzek, J. (presented 2013, February). Team-based learning and its effects on social studies knowledge acquisition. In Kristen McMaster (Chair), Developing reading comprehension intervention: Understanding parts of the whole. Symposium conducted at the meeting of Pacfici Coast Research Conference, San Diego, CA. (National)
Wanzek, J. (presented 2011, July). Moderators of oral reading fluency for students with learning disabilities or social/emotional disorders receiving special education. In Stephanie Al Otaiba (Chair), Mediators and moderators of response to beginning reading interventions: Distinguishing potential levers of change from less malleable variables. Symposium conducted at the meeting of Society for the Scientific Study of Reading, St. Petersburg, FL. (International)

Invited Keynote and Plenary Presentations at Conferences
Wanzek, J. (presented 2014, October). Understanding dyslexia. Keynote presentation at Iowa State Learning Disabilities Conference, Iowa Learning Disabilities Association, Des Moines, IA. (State)
Wanzek, J. (presented 2013, October). Leading the way in intensive reading interventions. Keynote presentation at Ohio Special Education Leadership Conference, Ohio Department of Education, Columbus, OH. (State)
Wanzek, J. (presented 2012, October). Intensifying instruction for students with reading difficulties: A focus on tier 2 and 3 intervention. Keynote presentation at for Reading /Literacy Strand at annual Research to Practice Conference, Center on Teaching and Learning, Portland, OR. (National)
Wanzek, J. (presented 2008, August). Making data-based instructional decisions. Keynote presentation at Michigan Reading First Conference, Michigan Reading First, Lansing, MI. (State)

Invited Presentations at Conferences
Wanzek, J. (presented 2014, October). Planning and implementing effective reading intervention for elementary students with dyslexia. Presentation at Iowa State Learning Disabilities Conference, Iowa Learning Disabilities Association, Des Moines, IA. (State)
Wanzek, J. (presented 2014, October). Providing effective support and intervention for adolescents with dyslexia. Presentation at Iowa State Learning Disabilities Conference, Iowa Learning Disabilities Association, Des Moines, IA. (State)
Kim, Y. S., & Wanzek, J. (presented 2014, January). Kindergarten predictors of third grade writing. Presentation at Regional Education Laboratory Southeast Bridge Event, Regional Education Laboratory, Ft. Lauderdale, FL. (Regional)
Wanzek, J. (presented 2014, January). Literacy strategies in middle school social studies. Presentation at Regional Education Laboratory Southeast Bridge Event, Regional Education Laboratory, Ft. Lauderdale, FL. (Regional)
Wanzek, J. (presented 2012, October). Providing effective comprehension instruction through scaffolded interventions. Presentation at annual Research to Practice Conference, Center on Teaching and Learning, Portland, OR. (National)
Wanzek, J. (presented 2012, June). Planning and implementing effective reading interventions for elementary students with reading difficulties or disabilities. Presentation at Special Education Conference, Iowa State, Des Moines, IA. (State)
Wanzek, J. (presented 2012, June). Providing effective support and intervention for adolescents with reading difficulties or disabilities. Presentation at Special Education Conference, Iowa State, Des Moines, IA. (State)
Wanzek, J. (presented 2009, October). The three-tier reading model and differentiation of instruction for elementary students. Presentation at Reading Conference, Central Ohio Branch of the International Dyslexia Association, Columbus, OH. (State)
Wanzek, J. (presented 2009, July). The engaging classroom: Tools and techniques to building vocabulary with meaningful instruction. Presentation at Reading First Conference, Washington State, Yakima, WA. (State)
Wanzek, J. (presented 2008, August). Effective comprehension instruction across the grade levels. Presentation at Reading First Conference, Washington State, Tacoma, WA. (State)
Wanzek, J. (presented 2008, July). Building vocabulary with meaningful instruction. Presentation at Annual, National Reading First, Nashville, TN. (National)
Wanzek, J. (presented 2007, August). Effective comprehension instruction across the grade levels. Presentation at Reading First Conference, West Virginia State, Charleston, WV. (State)
Wanzek, J. (presented 2006, September). Differentiating instruction. Presentation at Reading First Conference, Ohio State, Columbus, OH. (State)
Vaughn, S., & Wanzek, J. (presented 2005, October). Education for students with reading/learning disabilities: What makes it special. Presentation at Conference on Reading, Guy Bond Memorial, Minneapolis, MN. (National)
Wanzek, J. (presented 2005, July). Selecting and adopting effective supplemental and intervention beginning reading programs. Presentation at Annual, National Reading First, New Orleans, LA. (National)

Invited Presentations at Symposia
Wanzek, J. (presented 2011, April). Expert roundtable discussion. In N. Zigmond & D. Fuchs (Chair), The vanishing expertise in special education. Presentation at the meeting of Council for Exceptional Children, Washington, D. C. (International)

Refereed Presentations at Conferences
*Gatlin, B., & Wanzek, J. (presented 2014, April). Implementation of a kindergarten tier 2 intervention. Poster presentation at the meeting of Council for Exceptional Children, Philadelphia, PA. (International)
Wanzek, J. (presented 2014, April). Increasing intervention strength for students with reading disabilities in special education. Presentation at the meeting of Council for Exceptional Children, Philadelphia, PA. (International)
*Gatlin, B., *Walker, M., & Wanzek, J. (presented 2014, February). A synthesis of tier 2 intervention studies. Poster presentation at Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (National)
Kent, S. C., & Wanzek, J. (presented 2014, February). The relationship between component skills and writing quality and fluency across development. Poster presentation at Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (National)
Wanzek, J., Kent, S. C., & Connor, C. (presented 2013, April). Engaging students with disabilities in content area text and instruction. Poster presentation at Council for Exceptional Children, Council for Exceptional Children, San Antonio, TX. (International)
*Gatlin, B. T., & Wanzek, J. (presented 2013, February). Oral language interventions designed to improve literacy performance: A synthesis of studies post NELP. Presentation at annual meeting, Pacfici Coast Research Conference, San Diego, CA. (National)
*Kent, S. C., & Wanzek, J. (presented 2013, February). Effects of team-based learning in social studies on written discourse of content. Presentation at annual meeting, Pacific Coast Research Conference, San Diego, CA. (National)
*Gatlin, B., Al Otaiba, S., Folsum, J., & Wanzek, J. (presented 2012, July). An analysis of oral language abilities of African American students. Poster presentation at annual meeting, Society for the Scientific Study of Reading, Montreal, Canada. (International)
*Kent, S. C., Wanzek, J., Al Otaiba, S., & Kim, Y. S. (presented 2012, July). Kindergarten predictors of first grade early writing skills. Poster presentation at annual meeting, Society for the Scientific Study of Reading, Montreal, Canada. (International)
*Kent, S. C., & Wanzek, J. (presented 2012, February). Reading interventions using social studies content for students with learning disabilities: A synthesis and meta-analysis. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Vaughn, S., Francis, D. J., Barnes, M., & Wanzek, J. (presented 2012, February). Developing and determining the efficacy of comprehension interventions. Presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Wanzek, J., & *Kent, S. C. (presented 2011, February). Frequency and quality of academic engagement with teachers and text for kindergarten students at-risk for reading difficulties. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Wanzek, J. (presented 2010, February). Students with reading disabilities in the upper elementary grades: The effectiveness of interventions with varying instructional emphases. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Wanzek, J. (presented 2009, November). Reading interventions for students in the upper elementary grades. Presentation at annual meeting, International Dyslexia Association, Orlando, FL. (International)
Roberts, G., & Wanzek, J. (presented 2009, March). Monitoring student growth with oral reading fluency: Changes in passage difficulty and its relationship to reading comprehension. Poster presentation at annual meeting, Society for Research on Educational Effectiveness, Washington, D.C. (National)
Wanzek, J., Wexler, J., & *Ciullo, S. P. (presented 2009, February). A multivocal synthesis of reading interventions for struggling fourth and fifth grade students. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Kosanovich, M., Wanzek, J., & Tanner-Smith, T. (presented 2008, July). Effective instruction for adolescent struggling readers. Presentation at Reading Conference, Florida Leadership, Orlando, FL. (State)
Wanzek, J., Vaughn, S., & Wexler, J. (presented 2008, April). Response to intervention with older students. Presentation at annual meeting, Council for Exceptional Children, Boston, MA. (International)
Wexler, J., & Wanzek, J. (presented 2008, March). Remediation of older students with reading difficulties: Response to intervention through classroom instruction and intervention. Poster presentation at annual meeting, Society for Research on Educational Effectiveness, Washington, D.C. (National)
Wanzek, J. (presented 2008, February). Differences in high stakes measures of reading achievement and the effect on ORF benchmarking. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Roberts, G., Gersten, R., Mellard, D. G., Fletcher, J. M., & Wanzek, J. (presented 2007, March). Response to intervention: Research, policy, and implementation. Presentation at annual meeting, National Association of School Psychologists, New York City, NY. (National)
Wanzek, J., Chard, D., Harn, B., & Linan-Thompson, S. (presented 2007, March). Student response within RTI models: Identification and service delivery. Presentation at annual meeting, National Association of School Psychologists, New York City, NY. (National)
Wanzek, J. (presented 2007, February). Intensive reading interventions: Research-based implications. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Glover, T., Wanzek, J., Vaughn, S., Shinn, M. R., VanDerHeyden, A. M., & Dipema, J. (presented 2006, March). Multi-tiered service delivery and response to intervention. Presentation at annual meeting, National Association of School Psychologists, Anaheim, CA. (National)
Wanzek, J. (presented 2006, February). Response to varying amounts of time in reading intervention for students demonstrating insufficient response to intervention. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Thompson, S., Wanzek, J., & Hjelm, J. (presented 2005, April). Implementing 3 tier reading instruction: What and how. Presentation at annual meeting, Council for Exceptional Children, Baltimore, MD. (International)
Wanzek, J., Wexler, J., Edmonds, M. E., & Vaughn, S. (presented 2005, February). A synthesis of spelling, writing, and reading interventions and the effects on the spelling outcomes for students with LD. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Vaughn, S. R., Thompson, S., Kame'enui, E. J., Chard, D., Harn, B., Cavanaugh, C. L., & Wanzek, J. (presented 2004, April). The three-tier model as a reading intervention approach. Presentation at annual meeting, Council for Exceptional Children, New Orleans, LA. (International)
Wanzek, J., & Cavanaugh, C. (presented 2004, February). The effects of reading interventions on social outcomes for students with reading difficulties: A synthesis. Poster presentation at annual meeting, Pacific Coast Research Conference, Coronado, CA. (National)
Wanzek, J., & Linan-Thompson, S. (presented 2003, April). A comparison of two reading interventions on students' performance on high stakes assessments. Poster presentation at annual meeting, Council for Exceptional Children, Seattle, WA. (International)
Kim, A., & Wanzek, J. (presented 2003, February). Effects of graphic organizers on reading comprehension for students with learning disabilities: A synthesis. Poster presentation at annual meeting, Pacific Coast Research Conference, La Jolla, CA. (National)
Wanzek, J., & Linan-Thompson, S. (presented 2003, February). A comparison of two reading interventions on students' performance on high stakes assessments. Poster presentation at annual meeting, Pacific Coast Research Conference, La Jolla, CA. (National)
Dickson, S. V., & Wanzek, J. (presented 2001, April). Applying phonics to reading passages: Sequence of passages counts. Poster presentation at annual meeting, Council for Exceptional Children, New York City, NY. (National)
Bursuck, W., Young, R., Wanzek, J., & Bolas, K. (presented 2000, April). Teaching phonemic awareness to at-risk kindergarten children: Curricular and instructional guidelines. Presentation at annual meeting, Council for Exceptional Children, Vancouver, B.C., Canada. (National)

Invited Workshops
Wanzek, J. (2013, October). Evidence-based practices in K-12 reading interventions. Workshop delivered at Midwest Instructional Leadership Summit, St. Paul, MN. (National)
Wanzek, J. (2013, March). Recent research updates for reading interventions in special education. Workshop delivered at New York State Department of Education, webinar. (State)
VanDerheyden, A., & Wanzek, J. (2012, February). Reading interventions: When core instruction is not enough. Workshop delivered at Education Week, webinar. (National)
Wanzek, J. (2011, September). How healthy is your core? Examining your school's core reading program in a RtI framework. Workshop delivered at New York State Council for Exceptioanl Children, Albany, NY. (State)
Vaughn, S., & Wanzek, J. (2007, October). Extensive interventions for grades K-3: From research to practice. Workshop delivered at Center on Instruction, webinar. (National)

Contracts and Grants
Contracts and Grants Funded
Wanzek, J. A., Al Otaiba, S., Petscher, Y., & Schatschneider, C. (Jul 2013–Jun 2017). Passport to Literacy: Examining the Effectiveness of the Voyager Passport Intervention for Fourth-grade Students With or At High Risk for Reading Disabilities. Funded by Institute of Education Sciences. Total award $3,464,901.
Wagner, R. K. (Jan 2012–Dec 2017). Florida Learning Disabilities Center. Funded by National Institute of Child and Human Development, National Institutes of Health. Total award $8,818,322.
Razzouk, R., Lang, L., & Sherdan, D. (2011–2013). The Project to Collaborate, Plan, Align, Learn, Motivate, and Share (CPALMS). Funded by Florida Department of Education. Total award $11,000,000.
Wanzek, J. (Jul 2010–Jun 2015). Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12. Funded by Institute of Education Sciences. Total award $1,534,011.
Wanzek, J. (Jan 2010–Dec 2012). Frequency and Quality of Academic Engagement with Teachers and Text and the Relationship to Student Literacy for Kindergarten Students At-risk for Reading Difficulties. Funded by National Institute of Child Health and Human Development, National Institutes of Health. Total award $145,308.
Lonigan, C., & Schatschneider, C. (2010–2014). Predoctoral Interdisciplinary Training Program to Increase Research Capacity in Educational Science. Funded by Institute of Education Sciences. Total award $5,000,000.
Foorman, B., & Meadows, J. (Jul 2009–Jun 2011). Next Generation Sunshine State Standards Literacy Initiative. Funded by Florida Department of Education. Total award $630,000.
Wanzek, J. (Jul 2009–Dec 2009). Vocabulary Instruction for Students with Reading Difficulties. Funded by Florida State University Council on Research and Creativity. Total award $2,995.
Wanzek, J. (May 2008–Aug 2008). Student Response to Multi-tiered Interventions. Funded by Florida State University Council on Research and Creativity. Total award $16,000.
Vaughn, S., & Wanzek, J. (Feb 2008–Jan 2011). Students with Reading Difficulties in the Upper Elementary Grades: Effective Instruction and Intervention. Funded by Meadows Foundation of Texas. Total award $399,000.
Fletcher, J., Vaughn, S., Francis, D. J., Denton, C., & Papanicolaou, A. (2006–2011). Texas Center for Learning Disabilities. Funded by Funded by National Institutes of Child Health and Human Development, National Institutes of Health. Total award $3,000,000.
Vaughn, S., Linan-Thompson, S., & Elbaum, B. (2002–2006). Preventing Reading Difficulties: A Three-tiered Intervention Model. Funded by U.S. Department of Education. Total award $5,000,000.

Service
The Profession
Editor for Refereed Journals
Associate Editor, Journal of Learning Disabilities (2014–present).
Associate Editor, Assessment for Effective Intervention (2010–2013).

Guest Editing for Refereed Journals
Vaughn, S., & Wanzek, J. (Eds.). (2014). Reading Comprehension Interventions [Special Issue]. Educational Psychology Review.
Wanzek, J. (Ed.). (2014). [Special Issue]. Journal of Educational Psychology.

Editorial Board Membership(s)
Annals of Dyslexia (2014–present).
Exceptional Children (2013–present).
Elementary School Journal (2012–present).
Journal of Learning Disabilities (2012–present).
Learning Disability Quarterly (2010–present).
Assessment for Effective Intervention (2010–present).
LD Forum (2009–present).
Learning Disabilities Research and Practice (2009–present).
Reading and Writing Quarterly (2009–present).


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