HR job title
- Professor
- Contact Info
- 1 979 845 7093
Rupley, William Professor
Positions
- Associate, Aggie STEM, College of Engineering
- Professor, Teaching, Learning and Culture, School of Education and Human Development
My research has focused on instructional development to increase teachers' effectiveness in teaching reading development, and reading comprehension in diverse disciplines including social studies, science, probabilistic thinking and climate forecasting. A primary interest is in the acquisition of reading foundational skills in preschool through 3rd grade as they relate to both print and language exposure prior to formal reading instruction.
Research Areas
- Overview
- Publications
- Teaching
- Works By Students
- Background
- Contact
- Other
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Overview
Publications
selected publications
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academic article
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Paige, D. D., & Rupley, W. H.
(2023).
Revisiting complex text instruction: A study of 11th-grade history students. 60(9), 3633-3647.
-
Paige, D. D., Smith, G. S., & Rupley, W. H.
(2023).
A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students. 62(3), 260-279.
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Paige, D. D., Young, C., Rasinski, T. V., Rupley, W. H., Nichols, W. D., & Valerio, M.
(2021).
Teaching Reading Is More Than a Science: It's Also an Art. Reading Research Quarterly.
56(S1), S339-S350.
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Jouhar, M. R., & Rupley, W. H.
(2021).
The Reading-Writing Connection based on Independent Reading and Writing: A Systematic Review. Reading and Writing Quarterly: overcoming learning difficulties.
37(2), 136-156.
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Rupley, W. H., Nichols, W. D., Rasinski, T. V., & Paige, D.
(2020).
Fluency: Deep Roots in Reading Instruction. Education Sciences.
10(6), 155-155.
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Lumbreras, R., & Rupley, W. H.
(2020).
Pre-service teachers application of understanding by design in lesson planning. International Journal of Evaluation and Research in Education.
9(3), 594-599.
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Nichols, J. A., Nichols, W. D., & Rupley, W. H.
(2020).
Teacher efficacy and attributes on the implementation of tiered instructional frameworks. International Journal of Evaluation and Research in Education.
9(3), 731-742.
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Rasinski, T. V., Yates, R., Foerg, K., Greene, K., Paige, D., Young, C., & Rupley, W.
(2020).
Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School. Education Sciences.
10(9), 227-227.
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Lumbrears, R. J., & Rupley, W. H.
(2019).
Educational experiences of ELL educators: searching for instructional insights to promote ELL students' learning. Educational Research for Policy and Practice.
18(1), 17-38.
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Paige, D. D., Smith, G. S., Rasinski, T. V., Rupley, W. H., Magpuri-Lavell, T., & Nichols, W. D.
(2019).
A path analytic model linking foundational skills to Grade 3 state reading achievement. The Journal of Educational Research.
112(1), 110-120.
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Lumbreras, R., & Rupley, W. H.
(2019).
A Tale of Two Hispanic Migrants: Lessons in Building Educational Leadership Traits. International Journal of Learning, Teaching and Educational Research.
18(3), 15-35.
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Nichols, W. D., Rasinski, T. V., Rupley, W. H., Kellogg, R. A., & Paige, D. D.
(2018).
Why Poetry for Reading Instruction? Because It Works!. Reading Teacher.
72(3), 389-397.
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Henderson, D. C., Rupley, W. H., Nichols, J. A., Nichols, W. D., & Rasinski, T. V.
(2018).
Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. Reading and Writing Quarterly: overcoming learning difficulties.
34(1), 63-78.
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Paige, D. D., Rupley, W. H., Smith, G. S., Olinger, C., & Leslie, M.
(2018).
Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read. Child Development Research.
2018, 1-10.
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Barron, E. R., Rupley, W. H., Paige, D., Nichols, W. D., Nichols, J., & Lumbreras, R.
(2018).
Middle School Teachers Knowledge and Use of Comprehension Strategies in Discipline Instruction. International Journal of Learning, Teaching and Educational Research.
17(10), 1-17.
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Rasinski, T., Paige, D., Rains, C., Stewart, F., Julovich, B., Prenkert, D., Rupley, W. H., & Nichols, W. D.
(2017).
Effects of Intensive Fluency Instruction on the Reading Proficiency of Third-Grade Struggling Readers. Reading and Writing Quarterly: overcoming learning difficulties.
33(6), 519-532.
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Lumbreras, R. J., & Rupley, W. H.
(2017).
!Si, se puede! Achieving academic excellence online. Distance Education.
38(3), 381-393.
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Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M.
(2017).
Metasynthesis of Factors Contributing to Childrens Communication Development: Influence on Reading and Mathematics. Child Development Research.
2017, 1-10.
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Paige, D. D., Rupley, W. H., Smith, G. S., Rasinski, T. V., Nichols, W., & Magpuri-Lavell, T.
(2017).
Is prosodic reading a strategy for comprehension?. Journal for Educational Research Online.
9(2), 245-275.
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Rasinski, T. V., Chang, S., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., ... Rupley, W. H.
(2017).
Reading Fluency and College Readiness. 60(4), 453-460.
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James, M. C., Rupley, W. H., Hall, K. K., Nichols, J. A., Rasinski, T. V., & Harmon, W. C.
(2016).
Reform stall: An ecological analysis of the efficacy of an urban school reform initiative to improve students' reading and mathematics achievement. Cogent Education.
3(1), 1245089-1245089.
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Phillips, D., Nichols, W. D., Rupley, W. H., Paige, D., & Rasinski, T. V.
(2016).
Efficacy of Professional Development: Extended Use of Focused Coaching on Guided Reading Instruction for Teachers of Grades One, Two, and Three. International Research in Higher Education.
1(2),
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Rasinski, T. V., Rupley, W. H., Paige, D. D., & Nichols, W. D.
(2016).
Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers. International Journal of Instruction.
9(1), 163-178.
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Brabham, B. C., Nichols, J. A., Rupley, W. H., Nichols, W. D., Rasinski, T. V., & Paige, D.
(2016).
Teachers Perceptions and Implementation of Professional Development in Writing Instruction. Journal of Studies in Education.
6(3), 32-32.
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Keil, M. J., Rupley, W. H., Nichols, J. A., Nichols, W. D., Paige, D., & Rasinski, T. V.
(2016).
Teachers Perceptions of Engagement and Effectiveness of School Community Partnerships: NASAs Online STEM Professional Development. Journal of Studies in Education.
6(2), 1-1.
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James, M., Nichols, J. A., Nichols, W. D., Rupley, W. H., Franks, A., Rasinski, T. V., & Paige, D. D.
(2016).
Tracking Exposed: The Potential for Undermining Urban High School Students' Academic Success through Course Placement Practices. IOSR Journal of Research & Method in Education.
6(3 Ver. IV), 173-180.
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Godwin, A. J., Rupley, W. H., Capraro, R. M., & Capraro, M. M.
(2015).
Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning. Journal of Education and Learning.
5(1), 44-44.
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Capraro, R. M., Capraro, M. M., & Rupley, W. H.
(2012).
Reading-enhanced word problem solving: a theoretical model. European Journal of Psychology of Education.
27(1), 91-114.
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Hairrell, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., & Rupley, W. H.
(2011).
Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies. Intervention in School and Clinic.
46(4), 204-210.
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Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S.
(2011).
Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading and Writing Quarterly: overcoming learning difficulties.
27(3), 239-260.
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Rupley, W. H.
(2011).
Research on Teacher Quality: Improving Reading and Writing Instruction. Reading and Writing Quarterly: overcoming learning difficulties.
27(3), 179-182.
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Hairrell, A., Rupley, W., & Simmons, D.
(2011).
The State of Vocabulary Research. Literacy Research and Instruction.
50(4), 253-271.
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Rupley, W. H., Capraro, R. M., & Capraro, M. M.
(2011).
Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades. LEARNing Landscapes.
5(1), 227-250.
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Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., Rupley, W., & Byrns, G.
(2010).
A Comparison of Multiple-Strategy Methods: Effects on Fourth-Grade Students General and Content-Specific Reading Comprehension and Vocabulary Development. Journal of Research on Educational Effectiveness.
3(2), 121-156.
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Rupley, W. H., & Slough, S.
(2010).
Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning. Literacy Research and Instruction.
49(2), 99-112.
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Rupley, W. H.
(2010).
LINKING READING AND SCIENCE: FOCUSING ON A BROADER BASE OF UNDERSTANDING. Reading Psychology.
31(3), 203-205.
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Slough, S. W., & Rupley, W. H.
(2010).
Re-creating a Recipe for Science Instructional Programs: Adding Learning Progressions, Scaffolding, and a Dash of Reading Variety. School Science and Mathematics.
110(7), 352-362.
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Rupley, W. H., Blair, T. R., & Nichols, W. D.
(2009).
Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading and Writing Quarterly: overcoming learning difficulties.
25(2-3), 125-138.
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Rupley, W. H.
(2009).
Introduction to Direct/Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Reading and Writing Quarterly: overcoming learning difficulties.
25(2-3), 119-124.
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Rasinski, T., Rupley, W. H., & Nichols, W. D.
(2008).
Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other. 62(3), 257-260.
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Rupley, W. H., Nichols, W. D., & Blair, T. R.
(2008).
Language and Culture in Literacy Instruction: Where Have They Gone?. The Teacher Educator.
43(3), 238-248.
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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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Nichols, W. D., Rupley, W. H., & Rasinski, T.
(2008).
Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings. Literacy Research and Instruction.
48(1), 1-13.
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Nichols, W. D., Rupley, W. H., Blair, T. R., & Wood, K. D.
(2008).
Vocabulary Strategies for Linguistically Diverse Learners. Middle School Journal.
39(3), 65-69.
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Blair, T. R., Rupley, W. H., & Nichols, W. D.
(2007).
The effective teacher of reading: Considering the "what" and "how" of instruction. 60(5), 432-438.
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Kaplan, D. S., Rupley, W. H., Sparks, J., & Holcomb, A.
(2007).
Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research.
39(3), 357-387.
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Rupley, W. H., & Nichols, W. D.
(2007).
INTRODUCTION. Reading Psychology.
28(1), 1-10.
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Robinson, R., de Bury, R., Smith, N. B., Clymer, T., Gates, A., Robinson, H. M., ... Rupley, W. H.
(2007).
TEN BOOKS AND ARTICLES EVERY LITERACY TEACHER SHOULD KNOW. Reading Psychology.
28(3), 213-220.
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Rupley, W. H.
(2006).
READING AND MATHEMATICS INTRODUCTION I. Reading Psychology.
27(2-3), 87-89.
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Nichols, W. D., Zellner, L. J., Rupley, W. H., Willson, V. L., Kim, Y., Mergen, S., & Young, C. A.
(2005).
What affects instructional choice? Profiles of K-2 teachers' use of reading instructional strategies and methods. Journal of Literacy Research.
37(4), 437-458.
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Rupley, W. H.
(2005).
INTRODUCTION. Reading Psychology.
26(2), 103-105.
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Rupley, W. H.
(2005).
Introduction: Vocabulary Knowledge: Its Contribution to Reading Growth and Development. Reading and Writing Quarterly: overcoming learning difficulties.
21(3), 203-207.
-
Rupley, W. H., & Nichols, W. D.
(2005).
Vocabulary Instruction for the Struggling Reader. Reading and Writing Quarterly: overcoming learning difficulties.
21(3), 239-260.
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Nichols, W. D., Rupley, W. H., Rickelman, R. J., & Algozzine, B.
(2004).
Examining phonemic awareness and concepts of print patterns of kindergarten students. Literacy Research and Instruction.
43(3), 56-82.
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Rupley, W. H., Rodriquez, M., Mergen, S. L., Willson, V. L., & Nichols, W. D.
(2000).
Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and writing.
13(3-4), 337-347.
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Willson, V. L., Rupley, W. H., Rodriguez, M., & Mergen, S.
(1999).
The relationships among orthographic components of word identification and spelling for grades 1-6. Reading research and instruction : the journal of the College Reading Association.
39(1), 89-102.
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Rupley, W. H., Logan, J. W., & Nichols, W. D.
(1999).
Vocabulary instruction in a balanced reading program. Reading Teacher.
52(4), 336-346.
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Rupley, W. H., Willson, V. L., & Nichols, W. D.
(1998).
Exploration of the Developmental Components Contributing to Elementary School Children's Reading Comprehension. Scientific Studies of Reading.
2(2), 143-158.
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Willson, V. L., & Rupley, W. H.
(1997).
A Structural Equation Model for Reading Comprehension Based on Background, Phonemic, and Strategy Knowledge. Scientific Studies of Reading.
1(1), 45-63.
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Rupley, W. H., & Willson, V. L.
(1996).
Content, domain, and word knowledge: Relationship to comprehension of narrative and expository text. 8(5), 419-432.
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Willson, V. L., & Rupley, W. H.
(1993).
Structural components of single word recognition: Activation of orthographic, meaning, and phonological processors. Literacy Research and Instruction.
32(4), 33-45.
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BLAIR, T. R., & RUPLEY, W. H.
(1988).
PRACTICE AND APPLICATION IN THE TEACHING OF READING. Reading Teacher.
41(6), 536-539.
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RUPLEY, W. H., & BLAIR, T. R.
(1987).
ASSIGNMENT AND SUPERVISION OF READING SEATWORK - LOOKING IN ON 12 PRIMARY TEACHERS. Reading Teacher.
40(4), 391-393.
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Blair, T. R., Rupley, W. H., & Jones, M. P.
(1986).
Microcomputers: Another false prophet?. Literacy Research and Instruction.
26(1), 58-61.
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Rupley, W. H., & Blair, T. R.
(1986).
PRIMARY TEACHERS' ASSIGNMENT AND SUPERVISION OF STUDENTS' READING SEATWORK. Reading Psychology.
7(4), 279-288.
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Mangano, N. G., Willson, V. L., & Rupley, W. H.
(1986).
Practical suggestions for increasing the reliability of classroom observational research. Literacy Research and Instruction.
25(3), 184-191.
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Rupley, W. H., & Logan, J. W.
(1985).
ELEMENTARY TEACHERS' BELIEFS ABOUT READING AND KNOWLEDGE OF READING CONTENT: RELATIONSHIPS TO DECISION ABOUT READING OUTCOMES. Reading Psychology.
6(3-4), 145-156.
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Rupley, W. H., Mason, G., & Logan, J. W.
(1985).
Past, present, and future job responsibilities of public school reading specialists. Reading World.
24(3), 48-60.
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Rupley, W. H.
(1984).
Reading teacher effectiveness: Implications for teaching the gifted. Roeper Review.
7(2), 70-72.
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Rupley, W. H., & Chevrette, P.
(1983).
Computer assisted reading instruction: A promising tool for enhancing teacher effectiveness. Reading World.
22(3), 236-240.
-
Rupley, W. H., Ash, M. J., & Blair, T. R.
(1982).
MOTIVATING STUDENTS TO ACTIVELY ENGAGE IN READING. Reading Psychology.
3(2), 143-148.
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Rupley, W. H., & Chevrette, P.
(1982).
Research in Effective Classroom Instruction: Important Findings for Preservice and Inservice Teacher Educators. Action in Teacher Education.
4(1), 73-79.
-
RUPLEY, W. H., GARCIA, J., & LONGNION, B.
(1981).
SEX-ROLE PORTRAYAL IN READING MATERIALS - IMPLICATIONS FOR THE 1980S. Reading Teacher.
34(7), 786-791.
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BLAIR, T. R., & RUPLEY, W. H.
(1980).
NEW TRENDS IN SPELLING INSTRUCTION. Reading Teacher.
33(6), 760-763.
-
Rupley, W. H., & Blair, T. R.
(1980).
TEACHER EFFECTIVENESS RESEARCH IN READING INSTRUCTION: EARLY EFFORTS TO PRESENT FOCUS. Reading Psychology.
2(1), 49-56.
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Rupley, W. H., Clark, F. E., & Blair, T. R.
(1979).
A Model for Individualizing Instruction*. Proceedings of the Annual Conference of the Western College Reading Association.
12(1), 117-121.
-
Rupley, W. H., Ashe, M., & Buckland, P.
(1979).
The relation between the discrimination of letterlike forms and word recognition. Reading World.
19(2), 113-123.
-
RUPLEY, W. H., & BLAIR, T. R.
(1978).
CHARACTERISTICS OF EFFECTIVE READING-INSTRUCTION. Educational leadership : journal of the Department of Supervision and Curriculum Development, N.E.A.
36(3), 171-173.
-
RUPLEY, W. H., & BLAIR, T. R.
(1978).
ERIC-RCS - TEACHER-EFFECTIVENESS IN READING-INSTRUCTION. Reading Teacher.
31(8), 970-973.
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RUPLEY, W. H., & LONGNION, B. L.
(1978).
MASTERY LEARNING - VIABLE ALTERNATIVE. Reading Teacher.
32(3), 380-383.
-
RUPLEY, W. H., & NORTON, D. E.
(1978).
PRESERVICE AND INSERVICE EDUCATION OF LANGUAGE ARTS TEACHERS. LANGUAGE ARTS.
55(5), 641-647.
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Rupley, W. H., & Gwinn, P. B.
(1978).
Reading in the real world. Reading World.
18(2), 117-122.
-
Rupley, W. H., & Blair, T. R.
(1977).
Credible variables related to teacher effectiveness in reading instruction. Reading World.
17(2), 135-140.
-
RUPLEY, W. H., & BLAIR, T. R.
(1977).
ERIC-RCS - REMEDIAL READING-INSTRUCTION. Reading Teacher.
30(6), 708-711.
-
RUPLEY, W. H.
(1977).
ERIC-RCS REPORT - MEASUREMENT AND EVALUATION IN LANGUAGE ARTS. LANGUAGE ARTS.
54(5), 591-596.
-
RUPLEY, W. H.
(1977).
MISCUE ANALYSIS RESEARCH - IMPLICATIONS FOR TEACHER AND RESEARCHER. Reading Teacher.
30(5), 580-583.
-
RUPLEY, W. H.
(1977).
READING READINESS RESEARCH - IMPLICATIONS FOR INSTRUCTIONAL PRACTICES. Reading Teacher.
30(4), 450-453.
-
RUPLEY, W. H.
(1977).
TEACHER INSTRUCTIONAL EMPHASIS AND STUDENT-ACHIEVEMENT IN READING. 54(4), 286-291.
-
RUPLEY, W. H.
(1976).
EFFECTIVE READING PROGRAMS. Reading Teacher.
29(6), 616-&.
-
RUPLEY, W. H.
(1976).
READING INTERESTS - MOTIVATING STUDENTS TO READ FOR PERSONAL ENJOYMENT. Reading Teacher.
30(1), 118-&.
-
RUPLEY, W. H.
(1976).
TEACHING AND EVALUATING CREATIVE WRITING IN ELEMENTARY-GRADES. LANGUAGE ARTS.
53(5), 586-590.
-
RUPLEY, W. H.
(1975).
CONTENT READING IN ELEMENTARY GRADES. LANGUAGE ARTS.
52(6), 802-807.
-
RUPLEY, W. H.
(1975).
LANGUAGE DEVELOPMENT AND BEGINNING READING INSTRUCTION. ELEMENTARY ENGLISH.
52(3), 403-408.
-
Kumar, A., Rupley, W., McKeown, D., Seyed, H., & Paige, D.
Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners. 2(4), 171-180.
-
Paige, D. D., & Rupley, W. H.
(2023).
Revisiting complex text instruction: A study of 11th-grade history students. 60(9), 3633-3647.
-
chapter
-
Willson, V. L., & Rupley, W.
(2010).
Experimental and quasi-experimental designs for interventions. Handbook of Reading Disability Research.
(pp. 434-443).
-
Willson, V. L., & Rupley, W.
(2010).
Experimental and quasi-experimental designs for interventions. Handbook of Reading Disability Research.
(pp. 434-443).
-
conference paper
-
Nichols, W. D., Rupley, W. H., & Mergen, S. L.
(1998).
Improving elementary teachers' ability to implement reading strategies in the teaching of science content. 188-213.
-
Nichols, W. D., Rupley, W. H., & Mergen, S. L.
(1998).
Improving elementary teachers' ability to implement reading strategies in the teaching of science content. 188-213.
-
institutional repository document
-
Rupley, W. H., Paige, D. D., Rasinski, T. V., & Slough, S. W.
(2015).
Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Reader. Journal of Education and Training Studies.
-
Rupley, W. H., Paige, D. D., Rasinski, T. V., & Slough, S. W.
(2015).
Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Reader. Journal of Education and Training Studies.
Teaching
teaching activities
- EDCI680 Proseminar Instructor
- EDCI684 Prof Internship Instructor
- EDCI689 Sptp:rdng Lit Cont Lit Stem Instructor
- EDCI691 Research Instructor
- EDCI692 Professional Study Instructor
- EDCI723 Dev Stud Disc Lang Rdng Stem Instructor
- RDNG351 Fnd Skills Decoding Elem Stud Instructor
- RDNG461 Teaching Rdng Child Lit Instructor
- RDNG602 Teaching Rdng Elem Grades Instructor
- RDNG674 Devel Rdng Elem Grade Instructor
Works By Students
chaired theses and dissertations
-
Brabham, Beth C (2016-01). Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.
-
Hairrell, Angela R. (2009-05). A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms.
-
Henderson, Daphne Carr (2016-03). Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.
-
Keil, Matthew James (2014-04). Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development.
-
Lumbreras, Ricardo (2016-05). Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.
-
Phillips, Debra K. (2014-12). The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.
-
Ritz, Catherine T (2015-11). Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum.
Background
education and training
- Ph.D. in Elementary Education/Reading/Educational Research, University of Illinois at Urbana Champaign - (Urbana, Illinois, United States) 1975
Contact
first name
- William
has last name
- Rupley
mailing address
-
Texas A&M University
Teaching, Learning And Culture (Tlac)
4232 TAMU
College Station, TX 77843-4232
USA
Other
- w-rupley@tamu.edu