Labs banner
Cognitive, Developmental, Faculty

Dr. Rick Wagner

Yale University, 1985

Robert O. Lawton Distinguished Professor of Psychology

Associate Director, Florida Center for Reading Research

W. Russell and Eugenia Morcom Chair

  • Office
  • Phone
  • Email
  • Lab website
Dr. Wagner will be accepting a Developmental graduate student for Fall 2019 admission.

Research Interests

My major area of research interest is dyslexia and the normal acquisition of reading. My work also addresses a variety of measurement issues and practical considerations involving assessment of constructs in the domains of language and reading. I currently am the principal investigator of a Multidisciplinary Learning Disability Center funded by the National Institute of Child Health and Human Development (NICHD).

Selected Publications

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.

Al Otaiba, S., Wagner, R. K., & Miller, B. (2014). "Waiting to fail" redux: Understanding inadequate response to intervention. Learning Disabiliities Quarterly, 129-133.

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.

Ahmed, Y., Kim, Y. S., & Wagner, R. K. (2014). Why we should care about literacy models: Models of reading and writing and how they can elucidate the connection between reading and writing. In B. Miller, P. McCardle, & R. Long (Eds.), Teaching reading and writing: Improving instruction and student achievement (pp. 143-152). Baltimore, MD: Paul H. Brookes Publishing.

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.

Fletcher, J. M., & Wagner, R. K. (2014). Accumulating knowledge: When are reading intervention results meaningful? Journal of Research on Educational Effectiveness, 7, 294-299.

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.

Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J. M., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disabiliities Quarterly, 37, 161-171.

Al Otaiba, S., Kim, Y-S., Wanzek, J., Petscher, Y., & Wagner, R. K. (2014). Long-term effects of first-grade multitier intervention. Journal of Research on Educational Effectiveness, 7, 250-267.


MAIN: (850) 644-2040 · FAX: (850) 644-7739 · PSYNET · myFSU · HELP

Comments to:    DESKTOP VERSION