Curriculum Vitae Richard k wagner February 11, 2017 General Information



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Curriculum Vitae
Richard K Wagner
February 11, 2017

General Information
University address: Psychology
College of Arts & Sciences
PSYCHOLOGY DEPT. BUILDINC0449
Florida State University
Tallahassee, Florida 32306-4301

E-mail address: RKWAGNER@PSY.FSU.EDU



Professional Preparation
1985 Doctor of Philosophy, Yale University. Major: Not Given/Not Required.

Professional Experience
1984–present Professor, Psychology, Florida State University.

Elected Fellow Status
Elected as a Fellow of American Educational Research Association (2015).

Elected as a Fellow of American Psychological Society (2015).



Current Membership in Professional Organizations
American Educational Research Association

American Psychological Association

American Psychological Society

Society for the Scientific Study of Reading



Teaching
Courses Taught
Selected Research Topics: Meta-analysis (5619-002)

Special Topics in Research: Advanced SEM (5619-001)

Selected Research Topics (PSY5916)

Selected Topics in Psychological Science (4930-002)

Directed Individual Study (PSY5908)

Research in Reading (PSY4920)

Special Topics in Psychology (PSY4930)

Honors Work (PSY4039)

Research Methods in Psychology with Laboratory (PSY3213C)

Research Topics (PSY4920)

Research Methods in Psychology with Laboratory (PSY3213)

Directed Individual Study (PSY4911)

Directed Individual Study (PSY4912)

Approaches to the Study of Behavior (PSY3213)

Directed Individual Study (PSY4913)

Approaches to the Study of Behavior (EXP3000)

Seminar in Current Research Topics (PSY6919)

Doctoral Committee Chair
Ahmed, Y., graduate. (2014).

Piasta, S. B., graduate. (2008).

Spencer, M., doctoral candidate.

Kantor, P. T., doctoral candidate.

Tani, N. E. Y., doctoral student.

Quinn, J., doctoral student.



Doctoral Committee Member
Sparapani, N. J., graduate. (2013).

Soden-Hensler, B., graduate. (2012).

Timmons, K. A., graduate. (2012).

Caron, K. M., graduate. (2011).

Braithwaite, S. R., graduate. (2010).

Logan, J. A., graduate. (2009).

Bloomfield, B. G., graduate. (2009).

Petscher, Y. M., graduate. (2009).

Tannenbaum, K. R., graduate. (2008).

Horne, K. B., graduate. (2002).

Corsentino, E. A., doctoral candidate.

Goodrich, J. M., doctoral candidate.

Kershaw, S. L., doctoral candidate.

Moxley, J. H., doctoral candidate.

Pasisz, D. J., doctoral candidate.

Tighe, E. L., doctoral candidate.

Day, S. L., doctoral candidate.

Doctoral Committee University Representative
Johnson, L. R., graduate. (2012).

Lee, J. A. C., graduate. (2012).



Master's Committee Chair
Spencer, M., graduate. (2012).

Ahmed, Y., graduate. (2011).

Kantor, P. T., graduate. (2010).

Wood, S. G., student.

Quinn, J. M., student.

Master's Committee Member
Tighe, E. L., graduate. (2012).

Ribeiro, J. D., graduate. (2011).

Corsentino, E. A., graduate. (2010).

Soden-Hensler, B., graduate. (2010).

Kershaw, S. L., graduate. (2010).

Delacova, A. C., graduate. (2003).

Bales, M. B., student.

Podlogar, M. C., student.

Silva, C., student.

McLean, L. E., student.



Vinco, M. H., student.

Research and Original Creative Work
Publications
Refereed Journal Articles
Petscher, Y., Quinn, J. M., & Wagner, R. (2016). Modeling the co-development of correlated processes with longitudinal data and cross-construct effects. Developmental Psychology, 52, 1690-1704.
Schatschneider, C., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20, 34-48.
Spencer, M., & Wagner, R. K. (2016). The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis. Journal of Research in Reading, 39, 1-19. doi:doi:http://dx.doi.org/10.1111/1467-9817
Grogorenko, E. L., Macomber, D., Hart, L., Naples, A., Chapman, J., Geib, C. F., Chart, H., Tan, M., Wolhandler, B., & Wagner, R. K. (2015). Academic achievement among juvenile defenders. Journal of Learning Disabilities, 48, 433-445.
Kim, Y. S. G., & Wagner, R. (2015). Text (oral) reading fluency as a construct in reading development: Investigation of its mediating role for children from Grades 1 to 4. Scientific Studies of Reading, 19, 224-242. doi:10.1080/10888438.2015.1007375
Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study. Child Development, 86, 159-175.
Quinn, J., & Wagner, R. K. (2015). Gender differences in reading impairment and in the identification of impaired readers: Results from a large-scale study of at-risk readers. Journal of Learning Disabilities, 48, 433-445.
Spencer, M., Muse, A., Wagner, R. K., Foorman, B., Petscher, Y., Schatschneider, C., Tighe, E. L., & Bishop, D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing, 28, 959-988.
Tighe, E. L., Wagner, R., & Schatschneider, C. (2015). Applying a multiple group casual indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students. Reading and Writing, 28, 439-466.
Wagner, R. K., Herrera, S. K., Spencer, M., & Quinn, J. M. (2015). Reconsidering the simple view of reading in an intriguing case of equivalent models. Journal of Learning Disabilities, 48, 115-119.
Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology, 106, 419-434.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2014). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading. Exceptional Children, 81, 11-27.
Al Otaiba, S., Kim, Y-S., Wanzek, J., Petscher, Y., & Wagner, R. K. (2014). Long-term effects of first-grade multi-tier intervention. Journal of Research on Educational Effectiveness, 7, 250-267.
Al Otaiba, S., Wagner, R. K., & Miller, B. (2014). "Waiting to fail" redux: Understanding inadequate response to intervention. Learning Disabilities Quarterly, 37, 129-133.
Fletcher, J. M., & Wagner, R. K. (2014). Accumulating knowledge: When are reading intervention results meaningful? Journal of Research on Educational Effectiveness, 7, 294-299.
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 Disabilities Quarterly, 37, 204-217.
Guan, G. Q., Ye, F., & Wagner, R. K. (2014). Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. Journal of Educational Psychology, 106, 779-798.
Kim, Y. S., Park, C. H., & Wagner, R. K. (2014). Is oral/text reading fluency a "bridge" to reading comprehension? Reading and Writing, 27, 79-99. doi:10.1007/s11145-013-9434-7
Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific reading comprehension disability: Major problem, myth, or misnomer? Learning Disabilities Research & Practice, 29, 3-9.
Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disabiliities Quarterly, 37, 161-171.
Zhang, J., McBride-Chang, C., Wagner, R. K., & Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language. Bilingualism: Language and Cognition, 17, 347-363.
Guan, C. Q., Ye, F., Wagner, R. K., & Meng, W. (2013). Developmental and individual differences in Chinese writing. Reading and Writing, 26, 1031-1056.
Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113, 93-111.
Yan, C. M. W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y., & Shu, H. (2012). Writing quality in Chinese children: Speed and fluency matter. Reading and Writing, 25, 1499-1521.
Kantor, P. T., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal of Learning Disabilities, 44, 313-321.
Kim, Y. S., & Wagner, R. K. (2011). Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers. Scientific Studies of Reading, 15, 338-362.
Kim, Y. Y., Otaiba, S. A., Puranik, C., Folsom, J. S., Greulich, L., & Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences, 21, 517-525.
Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading & Writing, 24, 1-25.
Skiba, T., Wagner, R. K., & Grigorenko, E. G. (2011). In search of the perfect phenotype: An analysis of linkage and association studies of reading and reading-related processed. Behavior Genetics, 41, 6-30.
Waesche, J. B., Schatschneider, C., Maner, J. K., Ahmed, Y., & Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disabilitiy using the affected-status agreement statistic. Journal of Learning Disabilities, 44, 296-307.
Wagner, R. K., & Compton, D. L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities, 44, 311-312.
Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24, 203-220.
Hensler, B. A., Schatschneider, C., Taylor, J., & Wagner, R. K. (2010). Behavior genetic approach to the study of dyslexia. Journal of Developmental and Behavioral Pediatrics, 37, 525-532.
Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabetic knowledge development: A comparison of two instructional approaches. Reading & Writing, 23, 607-626.
Piasta, S. B., & Wagner, R. K. (2010). Developing emergent literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45, 8-38.
Piasta, S. B., & Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, ahd phonological processing skill. Journal of Experimental Child Psychology, 105, 324-344.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40-56.
Wagner, R. K., & Meros, D. (2010). Vocabulary and reading comprehension: Direct, indirect, and reciprocal influences. Focus on Exceptional Children, 43, 1-12.
Wagner, R. K., & Ridgewell, C. (2009). A large-scale study of specific reading comprehension disability. Perspectives on Language and Literacy, 35, 27-31.
Schatschneider, C. L., Wagner, R. K., & Crawford, E. (2008). The importance of measuring growth in response to intervention models: Testing a core assumption. Learning and Individual Differences, 18, 308-315.
Richards, T., Berninger, V., Winn, W., Stock, P., Wagner, R. K., Muse, A., & Maravilla, K. (2007). FMRI activation in children with and without dyslexia during pseudoword aural repeat and visual decode: before and after treatment. Neuropsychology, 21, 732-741.
Berninger, V. W., Abbott, R. D., Thomson, J., Wagner, R. K., Swanson, H. L., Wijsman, E. M., & Raskind, W. (2006). Modeling phonological core deficits within a working memory architecture in children and adults with developmental dyslexia. Scientific Studies of Reading, 10, 165-198.
Sternberg, R. J., Wagner, R. K., & the Rainbow Project Collaborators. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34, 321-350.
Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10, 381-398.
McBride-Chang, C., Cho, J. R., Lie, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C., & Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness to vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 92, 140-160.
McBride-Chang, C., Wagner, R. K., Muse, A., & Chow, B. W.-Y. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Journal of Applied Psycholinguistics, 26, 415-435.
Wagner, R. K. (2005). Understanding genetic and environmental influences on reading: Reaching for higher fruit. Scientific Studies in Reading, 9, 317-326.
Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilies Research & Practice, 20, 6-15.
Sternberg, R. J., The Rainbow Project Collaborators, & the University of Michigan Business School Project Collaborators. (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist, 39, 185-198.
McBride-Chang, C., She, H., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95, 743-751.
Wagner, R. K. (2003). Sketching a framework for assessment. Measurement: Interdisciplinary Research and Perspectives, 1, 88-91.
Scheckner, S., Rollins, S. A., Kaiser-Ulrey, C., & Wagner, R. K. (2002). School violence in children and adolescence: A meta-analysis of the effectiveness of current interventions. Journal of School Violence, 1, 5-33.
Wagner, R. K. (2002). Alternative approaches for analyzing reading and writing failure. Contemporary Psychology, 47, 257-259.
Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computational skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79, 192-227.
Skiba, T., Wagner, R. K., & Grigorenko, E. G. (2001). In search of the perfect phenotype: An analysis of linkage and association studies of reading and reading-related processed. Behavior Genetics, 41, 6-30.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvin, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 1-15.
Torgesen, J. K., & Wagner, R. K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research and Practice, 13, 220-232.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1998). Phonological processes and reading: Contributions from longitudinal research. Thalamus, 16, 30-39.
Licht, B. G., Wagner, R. K., Simpson, S. M., & Stader, S. L. (1997). Confirmatory factor analyses of academic self-concept scales: Reply to Marsh and Yeung. Journal of Educational Psychology, 89, 760-765.
McBride-Chang, C., Wagner, R. K., & Chang, L. (1997). Growth modeling of phonological awareness. Journal of Educational Psychology, 89, 621-630.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: An Interdisciplinary Journal, 8, 51-62.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S. R., & Hecht, S. A. (1997). The contributions of phonological awareness and rapid automatic naming ability to growth of word reading skills in second to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
Wagner, R. K. (1997). Intelligence, training, and employment. American Psychologist, 52, 1059-1069.
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S., Barker, T., Burgess, S., & Garon, T. (1997). Causal relations between the development of phonological processing and reading: A five-year longitudinal study. Developmental Psychology, 33, 468-479.
McBride-Chang, C., Manis, F. R., & Wagner, R. K. (1996). Correlates of phonological awareness: Implications for gifted education. Roeper Review, 19, 27-30.
Simpson, S. M., Licht, B. G., Wagner, R. K., & Stader, S. L. (1996). The factor structure of children's academic ability-related self-perceptions. Journal of Educational Psychology, 88, 387-396.
Wagner, R. K., & McBride-Chang, C. (1996). The development of reading-related phonological processes. Annals of Child Development, 12, 177-206.
Sternberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A. (1995). Testing common sense. American Psychologist, 50, 912-927.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
Wagner, R. K. (1994). Practical intelligence. European Journal of Psychological Assessment, 10, 162-169.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
Sternberg, R. J., & Wagner, R. K. (1993). The g-ocentric view of intelligence and job performance is wrong. Current Directions in Psychological Science, 2, 1-4.
Wagner, R. K. (1993). Intraterrestrial intelligence. Journal of Cooperative Education, 28, 18-21.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 1-20.
Williams, W. M., Sternberg, R. J., Rashotte, C. A., & Wagner, R. K. (1993). Assessing the value of cooperative education. Journal of Cooperative Education, 28, 32-55.
Barker, T. A., Torgesen, J. K., & Wagner, R. K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27, 335-359.
Stage, S. A., & Wagner, R. K. (1992). The development of young children's phonological and orthographic knowledge as revealed by their spellings. Developmental Psychology, 28, 287-296.
Sternberg, R. J., & Wagner, R. K. (1992). Tacit knowledge: An unspoken key to managerial success. Creativity and Innovation Management, 1, 5-13.
Torgesen, J. K., Bryant, B. R., Wagner, R. K., & Pearson, N. (1992). Development of a kindergarten group screening test for phonological awareness. Journal of Research and Development in Education, 25, 113-120.
Torgesen, J. K., & Wagner, R. K. (1992). Language abilities, reading acquisition, and developmental dyslexia: Limitations and alternative views. Journal of Learning Disabilities, 25, 577-581.
Wagner, R. K. (1992). Phonology and reading disability: Solving part of the reading puzzle. A review of Shankweiler and Liberman's Phonology and Reading Disability. Contemporary Psychology, 37, 128-129.
Balthazor, M. J., Wagner, R. K., & Pelham, W. E. (1991). The specificity of the effects of stimulant medication on classroom learning-related measures of cognitive processing for attention deficit disorder children. Journal of Abnormal Child Psychology, 19, 35-52.
Wagner, R. K. (1991). Cognitive complexity at work: A Review of Ceci's On Intelligence...More or Less. Merril-Palmer Quarterly, 37, 507-510.
Wagner, R. K. (1991). Managerial tacit knowledge. Consulting Psychology Bulletin, 43, 55-58.
Torgesen, J. K., Wagner, R. K., Simmons, K., & Laughon, P. (1990). Identifying phonological coding problems in disabled readers: Naming, counting, or span measures? Learning Disabilities Quarterly, 13, 236-243.
Wagner, R. K. (1990). Products and processes of practical reasoning. International Journal of Research in Education, 14, 437-454.
Torgesen, J. K., Wagner, R. K., Balthazor, M., Davis, C., Morgan, S., Simmons, K., Stage, S., & Zirps, F. (1989). Developmental and individual differences in performance on phonological synthesis tasks. Journal of Experimental Child Psychology, 47, 491-505.
Wagner, R. K. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill-Palmer Quarterly, 34, 261-279.
Wagner, R. K. (1987). Tacit knowledge in everyday intelligent behavior. Journal of Personality and Social Psychology, 52, 1236-1247.
Wagner, R. K., Balthazor, M., Hurley, S., Morgan, S., Rashotte, C., Shaner, R., Simmons, K., & Stage, S. (1987). The nature of prereaders' phonological processing abilities. Cognitive Development, 2, 355-373.
Wagner, R. K., & Sternberg, R. J. (1987). Tacit knowledge in managerial success. Journal of Business and Psychology, 1, 301-312.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal relations with reading. Psychological Bulletin, 101, 192-212.
Wagner, R. K. (1986). The nature of phonological processing and its implications for disabled readers. Journal of Learning Disabilities, 19, 623-630.
Wagner, R. K., Sebrechts, M. M., & Black, J. B. (1985). Tracing the evolution of knowledge structures during learning. Behavioral Research Methods, Instruments, & Computers, 17, 275-278.
Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49, 436-458.
Sebrechts, M. M., Deck, J. G., Wagner, R. K., & Black, J. B. (1984). How human abilities affect component skills in word processing. Behavioral Research Methods, Instruments, & Computers, 16, 234-237.
Wagner, R. K., & Sternberg, R. J. (1984). Alternate conceptions of intelligence and their implications for education. Review of Educational Research, 54, 179-223.
Sternberg, R. J., & Wagner, R. K. (1982). Automatization failure in learning disabilities. Topics in Learning & Learning Disabilities, 2, 1-11.


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