Florina Erbeli - Texas A&M University (TAMU) Scholar

HR job title

Assistant Professor

selected publications

academic article
- 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.
- 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. 1-26.
- 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.
- 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.
- 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.
- 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.
- Rice, M., Erbeli, F., & Wijekumar, K. (2023). Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention. Intervention in School and Clinic. 105345122311568-105345122311568.
- Erbeli, F., & Wagner, R. K. (2023). Advancements in Identification and Risk Prediction of Reading Disabilities. Scientific Studies of Reading. 27(1), 1-4.
- 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.
- 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.
- 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.
- 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: overcoming learning difficulties. 38(3), 253-271.
- 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.
- 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.
- 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.
- 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.
- 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: journal of psychology and education. 93, 101958-101958.
- Erbeli, F., Rice, M., & Paracchini, S. (2021). Insights into Dyslexia Genetics Research from the Last Two Decades. Brain Sciences. 12(1), 27-27.
- Erbeli, F., Shi, Q., Campbell, A. R., Hart, S. A., & Woltering, S. (2021). Developmental dynamics between reading and math in elementary school. Developmental Science. 24(1), e13004.
- Liew, J., Erbeli, F., Nyanamba, J. M., & Li, D. (2020). Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes. Reading Psychology. 41(7), 633-659.
- Erbeli, F., van Bergen, E., & Hart, S. A. (2020). Unraveling the Relation Between Reading Comprehension and Print Exposure. Child Development. 91(5), 1548-1562.
- 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.
- 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.
- Erbeli, F., Campbell, A. R., & Hart, S. A. (2019). Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills. Journal of Visualized Experiments.
- Erbeli, F., Campbell, A. R., & Hart, S. A. (2019). Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills. Journal of Visualized Experiments.
- Erbeli, F. (2019). Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction. Mind, Brain, and Education. 13(2), 74-79.
- 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.
- 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.
- 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.
- Erbeli, F., Hart, S. A., Kim, Y., & Taylor, J. (2017). The Effects of Genetic and Environmental Factors on Writing Development. Learning and Individual Differences: journal of psychology and education. 59, 11-21.
- 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.
- Erbeli, F., & Pizorn, K. (2013). Structure of reading ability in English as a foreign language. Sodobna Pedagogika. 64(1), 82-95.
- 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.
- 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.
- 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.
- 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.
- Erbeli, F., Koncar, M., & Zolgar, I. (2009). Teacher's attitude towards pupils with learning disabilities, Part II. 17, 5-18.
- 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.
chapter
- 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.
conference paper
- 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. 390-391.
- 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: an international journal devoted to research in the inheritance of behavior in animals and man. 490-490.
- 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: an international journal devoted to research in the inheritance of behavior in animals and man. 645-645.
institutional repository document
- 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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Florina

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Erbeli

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erbeli@tamu.edu

Erbeli, Florina Assistant Professor

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