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- Professor
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Joshi, R. Malatesha Professor
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Publications
selected publications
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academic article
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Lai, J., Ji, X. R., Joshi, R. M., & Zhao, J.
(2024).
Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners' English Literacy and Language Skills. Early Childhood Education Journal.
52(1), 113-126.
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Zhao, J., Gao, Z., Lai, J., & Joshi, R. M.
(2023).
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder. Reading and writing.
36(6), 1441-1459.
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Liu, D., Wang, L., Xu, Z., Li, M., Joshi, R. M., Li, N., & Zhang, X.
(2023).
Understanding Chinese children?s word reading by considering the factors from cognitive, psychological and ecological factors. Contemporary Educational Psychology.
73, 102163-102163.
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Koh, P. W., & Joshi, R. M.
(2023).
The Simple View of Reading across different orthographies: Introduction to special issue. Learning and Individual Differences.
101, 102234-102234.
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Pittman, R. T., Lindner, A. L., Zhang, S., Binks-Cantrell, E., & Joshi, R. M.
(2022).
What do teacher educators know about English spelling?. 35(9), 2049-2074.
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Pittman, R. T., Lindner, A. L., Zhang, S., Binks-Cantrell, E., & Malatesha Joshi, R.
(2022).
What do teacher educators know about English spelling? (Jun, 10.1007/s11145-022-10326-x, 2022). 35(9), 2075-2076.
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Han, B., Koh, P. W., Zhang, S., Joshi, R. M., & Li, H.
(2022).
The relative contributions of facets of morphological awareness to vocabulary development in Chinese: A longitudinal study in grades one to three. Contemporary Educational Psychology.
69, 102063-102063.
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Lindner, A. L., Wijekumar, K., & Joshi, R. M.
(2022).
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs. Journal of Learning Disabilities.
55(2), 114-122.
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Joshi, R. M., Wijekumar, K., & Gillespie Rouse, A.
(2022).
International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series. Journal of Learning Disabilities.
55(2), 83-86.
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Zhang, S., Breuer, E. O., Grnke, M., & Joshi, R. M.
(2022).
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach. Journal of Learning Disabilities.
55(2), 123-137.
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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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Wijekumar, K., Zhang, S., Joshi, R. M., & Peti-Stantic, A.
(2021).
Introduction to the Special Issue: Textbook Content and Organization-Why it Matters to Reading Comprehension in Elementary Grades?. Technology, Knowledge and Learning.
26(2), 243-249.
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Zhang, Z., Xu, Q., & Joshi, R. M.
(2021).
A meta-analysis on the effectiveness of intervention in children with primary speech and language delays/disorders: Focusing on China and the United States. Clinical Psychology and Psychotherapy: an international journal of theory and practice.
28(3), 585-605.
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Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks-Cantrell, E., & Joshi, R. M.
(2021).
Elementary Teachers' Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading. Reading Research Quarterly.
56(S1), S287-S315.
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Peng, P., Lee, K., Luo, J., Li, S., Joshi, R. M., & Tao, S.
(2021).
Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling. Review of Educational Research.
91(1), 3-33.
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Xu, Q., Tao, S., Li, S., Wang, W., Li, B., & Joshi, R. M.
(2021).
Who Are the Nonresponders to Intervention Among Chinese Children Learning English as a Second Language?. Journal of Educational Psychology.
113(2), 213-229.
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Zhang, S., Hudson, A., Ji, X. R., Joshi, R. M., Zamora, J., Gomez-Velazquez, F. R., & Antonio Gonzalez-Garrido, A.
(2021).
Spelling Acquisition in Spanish: Using Error Analyses to Examine Individual Differences in Phonological and Orthographic Processing. Scientific Studies of Reading.
25(1), 64-83.
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Li, M., Koh, P. W., Geva, E., Joshi, R. M., & Chen, X. i.
(2020).
The Componential Model of Reading in Bilingual Learners. Journal of Educational Psychology.
112(8), 1532-1545.
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Xu, Z., Liu, D., & Joshi, R. M.
(2020).
The Influence of Sensory-Motor Components of Handwriting on Chinese Character Learning in Second- and Fourth-Grade Chinese Children. Journal of Educational Psychology.
112(7), 1353-1366.
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Luo, M., Main, S., Lock, G., Joshi, R. M., & Zhong, C.
(2020).
Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia: an international journal of research and practice.
26(3), 266-285.
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Joshi, R. M., & Wijekumar, K.
(2020).
Introduction to the special issue: Teacher knowledge of literacy skills international perspectives. Dyslexia: an international journal of research and practice.
26(3), 245-246.
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Yin, L. i., Joshi, R. M., & Yan, H.
(2020).
Knowledge about dyslexia among early literacy teachers in China. Dyslexia: an international journal of research and practice.
26(3), 247-265.
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Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M.
(2020).
The "GIST" of the reading comprehension problem in grades 4 and 5. Dyslexia: an international journal of research and practice.
26(3), 323-340.
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Pittman, R. T., Zhang, S., Binks-Cantrell, E., Hudson, A., & Joshi, R. M.
(2020).
Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio-economic status schools. Dyslexia: an international journal of research and practice.
26(2), 200-219.
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Joshi, R. M., & Wijekumar, K.
(2020).
Introduction to the special issue: "Teacher knowledge of literacy skills". Dyslexia: an international journal of research and practice.
26(2), 117-119.
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Zhang, S., & Malatesha Joshi, R.
(2020).
Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds. Journal of Experimental Child Psychology.
190, 104727-104727.
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Abba, K. A., Joshi, R. M., & Ji, X. R.
(2019).
Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix. Written Language and Literacy.
22(1), 67-94.
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Bae, H. S., Yin, L. i., & Joshi, R. M.
(2019).
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea. Annals of Dyslexia.
69(1), 136-152.
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Zhang, S., & Joshi, R. M.
(2019).
Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis. Journal of Neurolinguistics.
49, 1-28.
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Feng, L., Lindner, A., Ji, X. R., & Joshi, R. M.
(2019).
The roles of handwriting and keyboarding in writing: a meta-analytic review. Reading and writing.
32(1), 33-63.
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Feng, L., Hodges, T. S., Waxman, H. C., & Malatesha Joshi, R.
(2019).
Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: a latent class analysis. Annals of Dyslexia.
69(1), 80-98.
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Malatesha Joshi, R., & Wijekumar, K. K.
(2019).
Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy. Annals of Dyslexia.
69(1), 1-4.
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Ji, X. R., Beerwinkle, A., Wijekumar, K. K., Lei, P., Joshi, R. M., & Zhang, S.
(2018).
Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students. Reading and writing.
31(9), 2095-2113.
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Bae, H. S., & Joshi, R. M.
(2018).
A multiple-group comparison on the role of morphological awareness in reading: within- and cross-linguistic evidence from Korean ESL and EFL learners. 31(8), 1821-1841.
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Li, S., Tao, S., Joshi, R. M., & Xu, Q.
(2018).
Second-Language Reading Difficulties Among Native Chinese-Speaking Students Learning to Read English: The Roles of Native- and Second-Language Skills. 53(4), 423-441.
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Nakamura, P. R., Joshi, R. M., & Ji, X. R.
(2018).
Investigating the Asymmetrical Roles of Syllabic and Phonemic Awareness in Akshara Processing. Journal of Learning Disabilities.
51(5), 499-506.
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Joshi, R. M., & McCardle, P.
(2018).
Models of Reading in Different Orthographies: An Introduction. Journal of Learning Disabilities.
51(5), 419-421.
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Wang, Y., McBride, C., Zhou, Y., Joshi, R. M., & Farver, J.
(2018).
Becoming literate in Chinese: a comparison of native-speaking and non-native-speaking children. Journal of Research in Reading.
41(3), 511-524.
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Abba, K. A., Zhang, S. S., & Joshi, R. M.
(2018).
Community College Writers' Metaknowledge of Effective Writing. Journal of Writing Research.
10(1), 85-105.
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Zhou, Y., McBride, C., Leung, J., Wang, Y., Joshi, M., & Farver, J.
(2018).
Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience.
33(3), 300-312.
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Wang, Y., Xu, Q., Li, S., Li, G., Zuo, C., Liao, S., ... Joshi, R. M.
(2018).
Gender differences in anomalous subcortical morphology for children with ADHD. NEUROSCIENCE LETTERS.
665, 176-181.
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Wijekumar, K. K., Meyer, B., Lei, P., Cheng, W., Ji, X., & Joshi, R. M.
(2017).
Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5. Journal of Educational Computing Research.
55(7), 1022-1048.
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Yeon, S., Bae, H. S., & Joshi, R. M.
(2017).
Cross-language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6. Dyslexia: an international journal of research and practice.
23(4), 428-448.
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Schiff, R., & Joshi, R. M.
(2017).
Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia. Dyslexia: an international journal of research and practice.
23(4), 319-323.
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Echegaray-Bengoa, J., Soriano-Ferrer, M., & Joshi, R. M.
(2017).
Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers. Journal of Hispanic Higher Education.
16(4), 375-389.
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Zhao, J., Joshi, R. M., Dixon, L. Q., & Chen, S. i.
(2017).
Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models. Contemporary Educational Psychology.
49, 185-194.
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Bae, H. S., & Joshi, R. M.
(2017).
Role of morphological awareness in biliteracy development: Within- and cross-language perspectives among Korean ESL learners in grades five and six. 49, 21-31.
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Zhao, J., Quiroz, B., Dixon, L. Q., & Joshi, R. M.
(2016).
Comparing Bilingual to Monolingual Learners on English Spelling: A Meta-analytic Review. Dyslexia: an international journal of research and practice.
22(3), 193-213.
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Zhao, J., Joshi, R. M., Dixon, L. Q., & Huang, L.
(2016).
Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia.
66(1), 127-146.
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Joshi, R. M., Washburn, E. K., & Kahn-Horwitz, J.
(2016).
Introduction to the special issue on teacher knowledge from an international perspective. Annals of Dyslexia.
66(1), 1-6.
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Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M.
(2016).
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers. Annals of Dyslexia.
66(1), 91-110.
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Barr, S. M., Eslami, Z. R., Joshi, R. M., Slattery, G., & Hammer, J.
(2016).
Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs. 80(1), 61-78.
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Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A.
(2016).
Erratum to: Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia.
66(1), 27-27.
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Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A.
(2016).
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia.
66(1), 7-26.
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Yeh, Y., Joshi, R. M., & Ji, X. R.
(2015).
The development of morphological awareness in Chinese ESL students. Contemporary Educational Psychology.
43, 51-60.
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Joshi, R. M., Ji, X. R., Breznitz, Z., Amiel, M., & Yulia, A.
(2015).
Validation of the Simple View of Reading in Hebrew-A Semitic Language. 19(3), 243-252.
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Boulware-Gooden, R., Joshi, R. M., & Grigorenko, E.
(2015).
The role of phonology, morphology, and orthography in English and Russian spelling. Dyslexia: an international journal of research and practice.
21(2), 142-161.
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Pittman, R. T., Joshi, R. M., & Carreker, S.
(2014).
Improving the Spelling Ability Among Speakers of African American English Through Explicit Instruction. Literacy Research and Instruction.
53(2), 107-133.
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Washburn, E. K., Binks-Cantrell, E. S., & Joshi, R. M.
(2014).
What do preservice teachers from the USA and the UK know about dyslexia?. Dyslexia: an international journal of research and practice.
20(1), 1-18.
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Nakamura, P. R., Koda, K., & Joshi, R. M.
(2014).
Biliteracy acquisition in Kannada and English: A developmental study. Writing Systems Research.
6(1), 132-147.
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Nishanimut, S. P., Johnston, R. S., Joshi, R. M., Thomas, P. J., & Padakannaya, P.
(2013).
Effect of synthetic phonics instruction on literacy skills in an ESL setting. Learning and Individual Differences.
27, 47-53.
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Tibi, S., Joshi, R. M., & McLeod, L.
(2013).
Emergent writing of young children in the United Arab Emirates. Written Language and Literacy.
16(1), 77-105.
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Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K.
(2012).
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia.
62(3), 153-171.
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Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B.
(2012).
Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities.
45(5), 480-486.
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Joshi, R. M., & Aaron, P. G.
(2012).
Componential model of reading (CMR): validation studies. 45(5), 387-390.
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Dixon, L. Q., Zhao, J., & Joshi, R. M.
(2012).
One dress, two dress: Dialectal influence on spelling of English words among kindergarten children in Singapore. System.
40(2), 214-225.
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Yeh, Y., Mctigue, E. M., & Joshi, R. M.
(2012).
Moving From Explicit to Implicit: A Case Study of Improving Inferential Comprehension. Literacy Research and Instruction.
51(2), 125-142.
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Chuang, H., Joshi, R. M., & Dixon, L. Q.
(2012).
Cross-Language Transfer of Reading Ability: Evidence From Taiwanese Ninth-Grade Adolescents. 44(1), 97-119.
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Barr, S., Eslami, Z. R., & Joshi, R. M.
(2012).
Core Strategies to Support English Language Learners. Educational Forum.
76(1), 105-117.
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Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M.
(2012).
Peter Effect in the Preparation of Reading Teachers. Scientific Studies of Reading.
16(6), 526-536.
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Barr, S., Eslami, Z. R., & Joshi, R. M.
(2012).
Core Strategies to Support English Language Learners. 76(1), 105-117.
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Allaith, Z. A., & Joshi, R. M.
(2011).
Spelling performance of English consonants among students whose first language is Arabic. 24(9), 1089-1110.
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Washburn, E. K., Joshi, R. M., & Binks Cantrell, E.
(2011).
Are preservice teachers prepared to teach struggling readers?. Annals of Dyslexia.
61(1), 21-43.
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Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S.
(2011).
Teacher knowledge of basic language concepts and dyslexia. Dyslexia: an international journal of research and practice.
17(2), 165-183.
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Carreker, S., & Malatesha Joshi, R.
(2010).
Response to intervention: are the Emperor's clothes really new?. Psicothema: Revista de Psicologia.
22(4), 943-948.
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Dixon, L. Q., Zhao, J., & Joshi, R. M.
(2010).
INFLUENCE OF L1 ORTHOGRAPHY ON SPELLING ENGLISH WORDS BY BILINGUAL CHILDREN: A NATURAL EXPERIMENT COMPARING SYLLABIC, PHONOLOGICAL, AND MORPHOSYLLABIC FIRST LANGUAGES. Learning Disability Quarterly.
33(3), 211-221.
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Carreker, S., Joshi, R. M., & Boulware-Gooden, R.
(2010).
SPELLING-RELATED TEACHER KNOWLEDGE: THE IMPACT OF PROFESSIONAL DEVELOPMENT ON IDENTIFYING APPROPRIATE INSTRUCTIONAL ACTIVITIES. Learning Disability Quarterly.
33(3), 148-158.
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Joshi, R. M., Padakannaya, P., & Nishanimath, S.
(2010).
Dyslexia and hyperlexia in bilinguals. Dyslexia: an international journal of research and practice.
16(2), 99-118.
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Kumar, U., Das, T., Bapi, R. S., Padakannaya, P., Joshi, R. M., & Singh, N. C.
(2010).
Reading different orthographies: an fMRI study of phrase reading in Hindi-English bilinguals. 23(2), 239-255.
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Malatesha Joshi, R., Binks, E., Graham, L., Ocker-Dean, E., Smith, D. L., & Boulware-Gooden, R.
(2009).
Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?. 42(5), 458-463.
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Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L.
(2009).
Why elementary teachers might be inadequately prepared to teach reading. 42(5), 392-402.
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Joshi, R. M., Aaron, P. G., Hill, N., Ocker Dean, E., Boulware-Gooden, R., & Rupley, W. H.
(2008).
Drop Everything and Write (DEAW): an innovative program to improve literacy skills. Learning Inquiry.
2(1), 1-12.
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Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E.
(2008).
Diagnosis and treatment of reading disabilities based on the component model of reading: an alternative to the discrepancy model of LD. Journal of Learning Disabilities.
41(1), 67-84.
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Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M.
(2007).
Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. Reading Teacher.
61(1), 70-77.
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Aaron, P. G., & Joshi, R. M.
(2006).
WRITTEN LANGUAGE IS AS NATURAL AS SPOKEN LANGUAGE: A BIOLINGUISTIC PERSPECTIVE. Reading Psychology.
27(4), 263-311.
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Joshi, R. M.
(2005).
Vocabulary: A Critical Component of Comprehension. Reading and Writing Quarterly: overcoming learning difficulties.
21(3), 209-219.
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Aaron, P. G., Joshi, R. M., & Phipps, J.
(2004).
A cognitive tool to diagnose predominantly inattentive ADHD behavior. Journal of Attention Disorders.
7(3), 125-135.
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JOSHI, R. M.
(2003).
MISCONCEPTIONS ABOUT THE ASSESSMENT AND DIAGNOSIS OF READING DISABILITY. Reading Psychology.
24(3-4), 247-266.
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Aaron, P. G., Joshi, R. M., Palmer, H., Smith, N., & Kirby, E.
(2002).
Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior. Journal of Learning Disabilities.
35(5), 425-447.
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Joshi, R. M., & Aaron, P. G.
(2002).
Naming speed and word familiarity as confounding factors in decoding. Journal of Research in Reading.
25(2), 160-171.
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Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R.
(2002).
Teaching reading in an inner city school through a multisensory teaching approach. Annals of Dyslexia.
52(1), 229-242.
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Joshi, P.
(2000).
THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX. Reading Psychology.
21(2), 85-97.
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Aaron, P. G., Joshi, R. M., Ayotollah, M., Ellsberry, A., Henderson, J., & Lindsey, K.
(1999).
Decoding and sight-word naming: Are they independent components of word recognition skill?. Reading and writing.
11(2), 89-127.
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Joshi, R. M., & Aaron, P. G.
(1990).
Specific spelling disability: Factual or artifactual?. Reading and writing.
2(2), 107-125.
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Malatesha, R. N.
(1986).
Visual motor ability in normal and disabled readers. PERCEPTUAL AND MOTOR SKILLS.
62(2), 627-630.
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Aaron, P. G., Malatesha, R. N., & Schwie, R.
(1974).
Developmental Changes in Free-Recall Learning by Children. Psychological Reports.
35(2), 963-969.
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Aaron, P. G., & Malatesha, R. N.
(1974).
Discrimination of mirror image stimuli in children. Neuropsychologia.
12(4), 549-551.
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Lai, J., Ji, X. R., Joshi, R. M., & Zhao, J.
(2024).
Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners' English Literacy and Language Skills. Early Childhood Education Journal.
52(1), 113-126.
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book
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Joshi, R. M., Nakamura, P. R., & Singh, N. C.
(2017).
Reading Research and Practice: Indian Perspective. Ed. 2017.
Hindawi.
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Schiff, R., & Joshi, R. M.
(2016).
Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction. Ed. 13.
Ed. Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction.
Springer International Publishing.
-
Hulme, C., & Joshi, R. M.
(2012).
Reading and Spelling, Development and Disorders. Taylor & Francis.
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Aaron, P. G., Joshi, R. M., & Quatroche, D. J.
(2008).
Becoming a Professional Reading Teacher. Paul H Brookes Publishing.
-
Aaron, P. G., & Joshi, R. M.
(1992).
Reading Problems Consultation and Remediation. Guilford Press.
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Joshi, R. M., Nakamura, P. R., & Singh, N. C.
(2017).
Reading Research and Practice: Indian Perspective. Ed. 2017.
Hindawi.
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chapter
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Nakamura, P., Joshi, R. M., & Ji, X. R.
(2019).
Biliteracy Spelling Acquisition in Akshara and English. HANDBOOK OF LITERACY IN AKSHARA ORTHOGRAPHY.
(pp. 103-117).
Springer Nature.
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Joshi, R. M., & McBride, C.
(2019).
Introduction: Handbook of Literacy in Akshara Orthography. HANDBOOK OF LITERACY IN AKSHARA ORTHOGRAPHY.
(pp. 3-9).
Springer Nature.
-
Bae, H. S., Joshi, R. M., & Pae, H. K.
(2018).
Looking ahead Theoretical, methodological, and pedagogical implications. WRITING SYSTEMS, READING PROCESSES, AND CROSS-LINGUISTIC INFLUENCES: REFLECTIONS FROM THE CHINESE, JAPANESE AND KOREAN LANGUAGES.
(pp. 447-458).
John Benjamins Publishing Company.
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Joshi, R. M.
(2016).
Intervention and Assessment of Spelling Skills in LD Classrooms. INTERVENTIONS IN LEARNING DISABILITIES: A HANDBOOK ON SYSTEMATIC TRAINING PROGRAMS FOR INDIVIDUALS WITH LEARNING DISABILITIES.
(pp. 91-103).
Springer Nature.
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Berninger, V. W., & Joshi, R. M.
(2016).
New Directions in Preservice and Inservice Professional Development for Teaching Students with and Without Specific Learning Disabilities in Middle Childhood and Early Adolescence. INTERVENTIONS IN LEARNING DISABILITIES: A HANDBOOK ON SYSTEMATIC TRAINING PROGRAMS FOR INDIVIDUALS WITH LEARNING DISABILITIES.
(pp. 255-274).
Springer Nature.
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Bar-Kochva, I., Khateb, A., & Joshi, R. M.
(2016).
Reading Fluency Current Insights from Neurocognitive Research and Intervention Studies Introduction. READING FLUENCY: CURRENT INSIGHTS FROM NEUROCOGNITIVE RESEARCH AND INTERVENTION STUDIES.
(pp. 1-7).
Springer International Publishing.
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Joshi, R. M.
(2015).
Education in South Asia. International Encyclopedia of the Social & Behavioral Sciences.
(pp. 194-197).
Elsevier.
-
Binks-Cantrell, E., & Joshi, R. M.
(2015).
Connecting Research and Practice through Teacher Knowledge. Teaching at Work.
(pp. 29-48).
Springer Nature.
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Joshi, R. M.
(2013).
Literacy in Kannada, an alphasyllabic orthography. South and Southeast Asian Psycholinguistics.
(pp. 184-191).
Cambridge University Press (CUP).
-
Joshi, R. M., Williams, K. A., & Wood, J. R.
(2012).
Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate?. Reading and Spelling: Development and Disorders.
(pp. 319-327).
-
Malatesha Joshi, R., & Carreker, S.
(2012).
The Routledge Companion to Dyslexia. Reid, G. (Eds.),
The Routledge Companion to Dyslexia.
(pp. 113-125).
Taylor & Francis.
-
Joshi, R. M.
(2010).
Role of Orthography in Literacy Acquisition and Literacy Problems Among Monolinguals and Bilinguals. LITERACY DEVELOPMENT AND ENHANCEMENT ACROSS ORTHOGRAPHIES AND CULTURES.
(pp. 167-176).
Springer Nature.
-
Tunmer, W. E., & Greaney, K. T.
(2008).
Reading Intervention Research: An Integrative Framework. The SAGE Handbook of Dyslexia.
(pp. 241-267).
SAGE Publications Ltd.
-
Nakamura, P., Joshi, R. M., & Ji, X. R.
(2019).
Biliteracy Spelling Acquisition in Akshara and English. HANDBOOK OF LITERACY IN AKSHARA ORTHOGRAPHY.
(pp. 103-117).
Springer Nature.
-
conference paper
-
Yin, L. i., Joshi, R. M., Li, D., & Kim, S.
(2020).
Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences. Reading and writing.
1839-1858.
-
Khellah, M., & Joshi, R.
(2017).
Session 5 Memory for emerging applications. Proceedings of the ... Custom Integrated Circuits Conference. Custom Integrated Circuits Conference.
1-1.
-
Gomez-Velazquez, F. R., Vergara-Basulto, I., Gonzalez-Garrido, A. A., Joshi, R. M., & Martinez-Ramos, A.
(2016).
Visual tracking during implicit and explicit orthographic recognition tasks in Spanish-speaking teenagers. INTERNATIONAL JOURNAL OF PSYCHOPHYSIOLOGY.
110-111.
-
Joshi, R. M., & Binks, E.
(2008).
Is fluency an independent component of reading?. INTERNATIONAL JOURNAL OF PSYCHOLOGY.
18-18.
-
Joshi, R. M.
(2004).
Diagnosis and remediation of reading disabilities: A pragmatic solution. 63-82.
-
Yin, L. i., Joshi, R. M., Li, D., & Kim, S.
(2020).
Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences. Reading and writing.
1839-1858.
editor of
-
book
-
Schiff, R., & Joshi, R. M.
(2016).
Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction
Ed. 13.
Springer International Publishing.
-
Joshi, R. M., & Aaron, P. G.
(2016).
Handbook of Orthography and Literacy
Joshi, R. M. (Eds.),
Routledge.
-
Saiegh-Haddad, E., & Joshi, R. M.
(2014).
Handbook of Arabic Literacy Insights and Perspectives
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Leong, C. K., & Joshi, R. M.
(2013).
Cross-Language Studies of Learning to Read and Spell: Phonologic and Orthographic Processing
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Joshi, R. M., & Leong, C. K.
(2013).
Reading Disabilities Diagnosis and Component Processes
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Malatesha, R. N., & Whitaker, H.
(2012).
Dyslexia: A Global Issue
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Aaron, P. G., & Joshi, R. M.
(2012).
Reading and Writing Disorders in Different Orthographic Systems
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Joshi, R. M.
(2012).
Written Language Disorders
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Joshi, R. M.
(2003).
Literacy Acquisition The Role of Phonology, Morphology and Orthography
Joshi, R. M. (Eds.),
IOS Press.
-
Malatesha, R. N.
(1982).
Neuropsychology and Cognition Proceedings of the NATO Advanced Study Institute on Neuropsychology and Cognition, Augusta, Georgia, U.S.A., September 8-18, 1980
Joshi, R. M. (Eds.),
Springer Science & Business Media.
-
Malatesha, R. N., & Aaron, P. G.
(1982).
Reading Disorders Varieties and Treatments
Joshi, R. M. (Eds.),
Academic Pr.
-
Schiff, R., & Joshi, R. M.
(2016).
Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction
Ed. 13.
Springer International Publishing.
Research
co-principal investigator on
investigator on
- Goal 3 Efficacy Trial of Text Structure Strategy Instruction on the Web for Spanish-Speaking English Learners (SWELL) in Grades 4 and 5 awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2018 - 2022
- Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2015 - 2020
Teaching
teaching activities
- EDCI633 Educator As Learner Instructor
- EDCI684 Prof Internship Instructor
- EDCI684 Professional Internship Instructor
- EDCI685 Directed Studies Instructor
- EDCI691 Research Instructor
- RDNG468 Essen Found Lang Literacy Instructor
- RDNG602 Teaching Rdng Elem Grades Instructor
- RDNG603 Adv Lit Tch Lrn Across Disc Instructor
- RDNG620 Literacy & Language Instructor
- RDNG630 Write Dev Assess Instr Instructor
- RDNG649 Rdng Inst High Sch Col Instructor
- RDNG674 Devel Rdng Elem Grade Instructor
Works By Students
chaired theses and dissertations
-
Abba, Katherine Anne (2015-12). Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.
-
Allaith, Zainab A. (2010-07). ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC.
-
Allaith, Zainab A. (2013-04). Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers.
-
Bae, Han Suk Han (2015-03). Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.
-
Barr, Sheldon Martin (2013-01). Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.
-
Beerwinkle, Andrea Lynne (2018-08). A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.
-
Binks, Emily Suzanne (2008-10). An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development.
-
Carreker, Suzanne 1954- (2012-07). The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students.
-
Carreker, Suzanne Huff (2009-05). Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities.
-
Chuang, Hui-Kai (2012-07). Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents.
-
Conway, Barbara Tenney (2012-10). Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.
-
Dean, Emily Ocker (2009-05). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.
-
Ghong, Mary Njang (2009-05). Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.
-
Graham, Lori Dear (2009-05). From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.
-
Ji, Xuejun (2017-07). Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.
-
Kaani, Bestern (2014-12). The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study.
-
Pittman, Ramona Trinette (2009-05). Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles.
-
Taylor, Brenda Kaye (2016-05). Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.
-
Unal, Melike (2014-11). Spelling English Words: Contributions of Phonological, Morphological and Orthographic Processing Skills of Turkish EFL Students in Grades 6-8.
-
Washburn, Erin Kuhl (2011-02). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.
-
Wilkins, Gwendolyn Mays (2018-02). Effects of Field Experience on Pre-Service Teachers' Knowledge of Basic Language Constructs and Preparedness for Teaching Reading.
-
Yeh, Yi-Fen (2011-08). The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness.
-
Yeon, Sookkyung (2012-11). Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English.
-
Yulia, Astri (2010-07). DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.
-
Yulia, Astri (2013-04). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.
-
Zhao, Jing (2011-08). Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese.
Background
education and training
- Ph.D. in Reading Education, Psychology, and Educational Psychology, University of South Carolina - (Columbia, South Carolina, United States)
awards and honors
- Association of Former Students University-Level Distinguished Achievement Award, The, conferred by Texas A&M University - (College Station, Texas, United States), 2023
- University Professorship, conferred by Texas A&M University - (College Station, Texas, United States), 2021
- Outstanding Faculty Mentoring Award, conferred by Texas A&M University - (College Station, Texas, United States), 2011
Contact
first name
- R. Malatesha
has last name
- Joshi
mailing address
-
Texas A&M University
Teaching, Learning And Culture (Tlac)
4232 TAMU
College Station, TX 77843-4232
USA
Other
- mjoshi@tamu.edu