HR job title
- Associate Professor
- Contact Info
- Websites
- ORCiD
- 0000-0002-4955-3170
Erbeli, Florina Associate Professor
Positions
- Associate Professor, Educational Psychology, School of Education and Human Development
Research Areas
- Overview
- Publications
- Research
- Teaching
- Background
- Contact
- Other
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Overview
Publications
selected publications
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academic article
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Erbeli, F., Rice, M., Xu, Y., Bishop, M. E., & Goodrich, J. M.
(2024).
A meta-analysis on the optimal cumulative dosage of early phonemic awareness instruction. Scientific Studies of Reading.
28(4), 345-370.
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Shero, J. A., Erbeli, F., Reed, Z. E., Haughbrook, R., Davis, O., Hart, S. A., & Taylor, J. E.
(2024).
Where you live matters: visualizing environmental effects on reading attainment. Journal of Child Psychology and Psychiatry.
65(6), 798-808.
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Rice, M., Erbeli, F., & Wijekumar, K.
(2024).
Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention. 59(4), 269-273.
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Rice, M., Erbeli, F., Truckenmiller, A., & Morris, J.
(2024).
Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress-Early Reading. 39(1), 72-80.
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Rice, M., Erbeli, F., & Wijekumar, K.
(2023).
Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention. Intervention in School and Clinic.
1-10.
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Shero, J. A., Erbeli, F., Reed, Z. E., Haughbrook, R., Davis, O., Hart, S. A., & Taylor, J. E.
(2023).
Where you live matters: Visualizing environmental effects on reading attainment. Journal of Child Psychology and Psychiatry.
1-15.
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Shi, Q., Erbeli, F., Rice, M., & Butner, J. E.
(2023).
The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school. Contemporary Educational Psychology.
74(The Journal of Early Adolescence 31 1 2011), 102200-102200.
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Shi, Q., Erbeli, F., Rice, M., & Butner, J. E.
(2023).
The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school. 74, 1-15.
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Erbeli, F., & Wagner, R. K.
(2023).
Advancements in Identification and Risk Prediction of Reading Disabilities. Scientific Studies of Reading.
27(1), 1-4.
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Erbeli, F., He, K., Cheek, C., Rice, M., & Qian, X.
(2023).
Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability. Scientific Studies of Reading.
27(1), 5-20.
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Erbeli, F., He, K., Cheek, C., Rice, M., & Xiaoning, Q.
(2023).
Exploring the machine learning paradigm in determining risk for reading disability. Scientific Studies of Reading.
1-13.
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Rice, M., Erbeli, F., Thompson, C. G., Sallese, M., & Fogarty, M.
(2022).
Phonemic awareness: A meta-analysis for planning effective instruction. Reading Research Quarterly.
57(4), 1259-1289.
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Erbeli, F., & Rice, M.
(2022).
Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020. Reading and Writing Quarterly.
38(3), 253-271.
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Erbeli, F., Peng, P., & Rice, M.
(2022).
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis. Journal of Learning Disabilities.
55(3), 242-253.
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Little, C. W., Erbeli, F., Francis, D. J., & Tynan, J.
(2022).
Developmental trajectories for literacy and math skills from primary to secondary school. Journal of Research in Reading.
45(1), 65-82.
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Erbeli, F.
(2022).
Reading Profiles May Not Be an Informative Approach to Identifying At-Risk Readers in Middle School. Odgojne znanosti/Educational Sciences.
24(1), 69-95.
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Perdue, M. V., Mahaffy, K., Vlahcevic, K., Wolfman, E., Erbeli, F., Richlan, F., & Landi, N.
(2022).
Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention. Neuroscience and Biobehavioral Reviews.
132, 465-494.
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Erbeli, F., & Joshi, R. M.
(2022).
Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach. Learning and Individual Differences.
93, 101958-101958.
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Erbeli, F., Rice, M., & Paracchini, S.
(2021).
Insights into Dyslexia Genetics Research from the Last Two Decades. Brain Sciences.
12(1), 27-27.
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Erbeli, F., van Bergen, E., & Hart, S. A.
(2020).
Unraveling the Relation Between Reading Comprehension and Print Exposure. Child Development.
91(5), 1548-1562.
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Taylor, J., Erbeli, F., Hart, S. A., & Johnson, W.
(2020).
Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence. Journal of Child Psychology and Psychiatry.
61(6), 689-698.
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Daucourt, M. C., Erbeli, F., Little, C. W., Haughbrook, R., & Hart, S. A.
(2020).
A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math. Scientific Studies of Reading.
24(1), 23-56.
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Erbeli, F., Campbell, A. R., & Hart, S. A.
(2019).
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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Erbeli, F.
(2019).
Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction. Mind, Brain, and Education.
13(2), 74-79.
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Erbeli, F., Hart, S. A., & Taylor, J.
(2019).
Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status. Journal of Learning Disabilities.
52(2), 135-145.
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Erbeli, F., Hart, S. A., & Taylor, J.
(2018).
Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Development.
89(6), e480-e493.
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Erbeli, F., Hart, S. A., Wagner, R. K., & Taylor, J.
(2018).
Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Scientific Studies of Reading.
22(2), 167-180.
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Erbeli, F., Hart, S. A., Kim, Y., & Taylor, J.
(2017).
The Effects of Genetic and Environmental Factors on Writing Development. Learning and Individual Differences.
59, 11-21.
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Erbeli, F.
(2015).
Contributions of L1 and foreign language components on reading comprehension in skilled and less-skilled English as a foreign language 7 graders. 18(`), 68-70.
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Erbeli, F., & Pizorn, K.
(2013).
Structure of reading ability in English as a foreign language. Sodobna Pedagogika.
64(1), 82-95.
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Erbeli, F., & Pizorn, K.
(2013).
Repeated reading method in English as a foreign language instruction: The case of L1 Slovene 7 graders. School Field.
24(a), 81-96.
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Erbeli, F.
(2012).
Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5. CEPS Journal : Center for Educational Policy Studies Journal.
2(3), 181-186.
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Erbeli, F., & Piorn, K.
(2012).
Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students. CEPS Journal : Center for Educational Policy Studies Journal.
2(3), 119-139.
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Erbeli, F.
(2012).
Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5. CEPS Journal : Center for Educational Policy Studies Journal.
2(3), 181-186.
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Erbeli, F., Koncar, M., & Zolgar, I.
(2009).
Teacher's attitude towards pupils with learning disabilities, Part II. 17, 5-18.
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Erbeli, F., Zolgar, I., & Koncar, M.
(2008).
Uiteljev odnos do uencev z unimi teavami (Teacher's attitude towards pupils with learning disabilities, Part I). 16, 19-34.
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Erbeli, F., Shi, Q., Campbell, A. R., Hart, S. A., & Woltering, S.
Developmental dynamics between reading and math in elementary school. Developmental Science.
24(1), e13004.
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Liew, J., Erbeli, F., Nyanamba, J. M., & Li, D.
Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes. Reading Psychology.
41(7), 633-659.
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Erbeli, F.
Teaching early phonemic awareness: Is there a magic number of hours?
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Erbeli, F., Campbell, A. R., & Hart, S. A.
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
-
Erbeli, F., Rice, M., Xu, Y., Bishop, M. E., & Goodrich, J. M.
(2024).
A meta-analysis on the optimal cumulative dosage of early phonemic awareness instruction. Scientific Studies of Reading.
28(4), 345-370.
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chapter
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Erbeli, F., & Pizorn, K.
(2013).
Assessment accommodations in English as a foreign language (EFL) reading competence for Slovene EFL students with specific reading differences. Tsagari, D., & Spanoudis, G. (Eds.),
Assessing L2 Students with Learning and Other Disabilities.
(pp. 189-206).
Cambridge Scholars Publishing.
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Erbeli, F., & Pizorn, K.
(2013).
Assessment accommodations in English as a foreign language (EFL) reading competence for Slovene EFL students with specific reading differences. Tsagari, D., & Spanoudis, G. (Eds.),
Assessing L2 Students with Learning and Other Disabilities.
(pp. 189-206).
Cambridge Scholars Publishing.
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conference paper
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Hart, S., Daucourt, M., Little, C., Erbeli, F., & Haughbrook, R.
(2019).
Using meta-analysis to answer unique questions about the nature and nurture of reading ability. Behavior Genetics.
490-490.
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Hart, S., Erbeli, F., Davis, O., & Taylor, J.
(2017).
Visualizing the nature and nurture of reading comprehension: geocoding a large diverse twin sample. Behavior Genetics.
645-645.
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Hart, S., Daucourt, M., Little, C., Erbeli, F., & Haughbrook, R.
(2019).
Using meta-analysis to answer unique questions about the nature and nurture of reading ability. Behavior Genetics.
490-490.
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institutional repository document
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Larsen, S. A., & Erbeli, F.
(2024).
Developmental Patterns of Vocabulary and Reading Comprehension from Age 4 to 14: A Sequential Latent Growth Model Design
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Shero, J., Erbeli, F., Reed, Z., Haughbrook, R., Davis, O., Hart, S. A., & Taylor, J.
(2023).
Where You Live Matters: Visualizing Environmental Effects on Reading Attainment
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Larsen, S. A., & Erbeli, F.
(2024).
Developmental Patterns of Vocabulary and Reading Comprehension from Age 4 to 14: A Sequential Latent Growth Model Design
Research
principal investigator on
- Collaborative Intervention Design: Doctoral Training Program Partnership with Texas A&M University, the University of Tennessee, and the University of Nebraska awarded by Department of Education - (Sydney, New South Wales, Australia) 2022 - 2026
- A Machine Learning Approach for Identification and Risk Prediction of Reading Disability Status awarded by Texas A&M University - (College Station, Texas, United States) 2020 - 2021
- Remapping Reading Profiles of Children with Reading Disabilities Using Machine Learning Techniques awarded by Texas A&M University - (College Station, Texas, United States) 2020 - 2021
co-principal investigator on
- Diagnostic identification of language and reading disorders among bilingual learners awarded by National Institutes of Health - (Bethesda, Maryland, United States) 2024 - 2029
- Project Success: Supporting Underrepresented Children through Community, Equity-based Instruction, and School-based Supervision of Teachers awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2023 - 2028
- Effective Early Literacy Screeners for English Language Learners: A Collaborative Research and Training Project. awarded by Texas A&M University - (College Station, Texas, United States) 2018 - 2020
Teaching
teaching activities
- EPSY691 Research Instructor
- SPED611 Multicltrl & Bil Special Ed Instructor
- SPED617 Adole Lit Acros Cont Stud Disa Instructor
- SPED617 Adole Lit Stud Div Instr Instructor
- SPED630 Early Lit Stu Div Inst Needs Instructor
- SPED685 Directed Studies Instructor
- SPED689 Sptp: Mult &bilingual Sped Instructor
- SPED689 Sptp:neuro&genetic Perspective Instructor
Background
education and training
- Ph.D. in Special Education, University of Ljubljana - (Ljubljana, Slovenia) 2015
- B.A. in English and German Language and Literature, University of Ljubljana - (Ljubljana, Slovenia) 2003
- Florida State University - (Tallahassee, Florida, United States) , Postdoctoral Training 2017
awards and honors
- Dina Feitelson Research Award, conferred by International Literacy Association, 2023
- Top Cited Article in the Journal of Research in Reading, conferred by John Wiley & Sons - (Hoboken, New Jersey, United States), 2023
- Top Cited Article 2021-2022 published in Developmental Science, conferred by John Wiley & Sons - (Hoboken, New Jersey, United States), 2023
- Rising Star, conferred by Association for Psychological Science - (Washington D.C., District of Columbia, United States), 2023
- Meta-Analysis Training Institute Fellowship, conferred by Institute of Education Sciences - (Washington D.C., District of Columbia, United States), 2022
- Top Downloaded Article in Reading Research Quarterly, conferred by John Wiley & Sons - (Hoboken, New Jersey, United States), 2022
- Early Career Award for Contributions to Research, conferred by International Dyslexia Association - (Baltimore, Maryland, United States), 2021
- CEHD Early Career Research Excellence Award, conferred by Texas A&M University - (College Station, Texas, United States), 2021
- Department of Educational Psychology Outstanding Research Award, conferred by Texas A&M University - (College Station, Texas, United States), 2020
- The Rebecca L. Sandak Young Investigator Award, conferred by Society for the Scientific Study of Reading - (Irvine, California, United States), 2019
- Postdoctoral Scholars Career Development Travel Award, conferred by Florida State University - (Tallahassee, Florida, United States), 2017
- The Janette Klingner Award, conferred by International Academy for Research in Learning Disabilities, 2015
Contact
first name
- Florina
has last name
- Erbeli
Other
In the News
- As schools embrace the science of reading, researchers are criticizing an overemphasis on auditory skills News Release
- How much time should teachers spend on a foundational reading skill? Research offers clues. News Release
- PROOF POINTS: Controversies within the science of reading. A growing number of researchers are criticizing an overemphasis on auditory skills News Release
- Phonemic Awareness: Unpacking recent meta-analysis findings with Dr. Florina Erbeli and Dr. Marianne Rice News Release
- Research article of the month: February 2024. News Release
- Teaching early phonemic awareness: Is there a magic number of hours? News Release
- What should phonemic awareness instruction look like? News Release
- erbeli@tamu.edu