Department of Teaching & Learning

Stephanie Al Otaiba

Professor



Ph.D., Vanderbilt University
3101 University Blvd
Suite 348
Dallas, 75205
Box 455
214-768-1339
Send an email

Stephanie Al Otaiba, Ph.D. joined Southern Methodist University in January 2012 as Professor of Teaching and Learning in the Annette Caldwell Simmons School of Education & Human Development. Previously, she was an Associate Professor at the Florida State University (FSU) and was on faculty at the Florida Center for Reading Research. She received her Ph.D. in 2000 in Human Development from Peabody College of Vanderbilt University, and prior to that, she was a special educator for over a decade in the United Arab Emirates. She enjoys teaching graduate courses in literacy, special education, assessment, response to intervention and mentoring doctoral students.

Dr. Al Otaiba’s' research interests include school-based literacy interventions, response to intervention, learning disabilities, diverse learners, and teacher training. She has published over 80 journal articles and book chapters related to these interests. She has also developed reading curricular materials. Her line of research has been supported by several federally funded grants from the U.S. Department of Education Institute of Education Sciences, the Office of Special Education Programs, and from the National Institute of Child Health and Human Development. Her dissertation was awarded the 2001 Outstanding Dissertation Award from the International Reading Association and in 2010 she was the recipient of The Council for Exceptional Children Division for Research’ Distinguished Early Career Research Award. She also received the Developing Scholar Award and the Graduate Faculty Mentor Award at FSU in 2010. She teaches graduate courses in the Reading and Writing and Special Education programs.

Dr. Al Otaiba serves on review panels for grants for the Institute of Education Science and has reviewed for the Office of Special Education Programs. She is an Associate Editor of Education Researcher and the Elementary School Journal and also serves on numerous editorial boards for scholarly journals in the field of education. Dr. Al Otaiba has consulted nationally and internationally related to early literacy intervention and assessment.


Publications


Referred Journal Articles

2013
Kim, Y-S., Apel, K., Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention. Language, Speech, and Hearing Services in School, (44), 337-347.

Kim, Y-S., Al Otaiba, S., Folsom, J., Greulich, L., & Puranik,C. (2013). Language, literacy, and attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly 28, 461– 469.

2012
Al Otaiba, S., Lake, V. E., Greulich, L., & Folsom, J. S. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing: An Interdisciplinary Journal, 25 (1) 109-129.

Kent, S., Wanzek, J., & Al Otaiba, S. (2012). Print reading in general education kindergarten Classrooms: What does it look like for students at-risk for reading difficulties? Learning Disabilities Research and Practice 27(2), 56-65.

Ortiz, M., Al Otaiba, S., Folsom, J. S., Connor, C. M., Gruelich, L. & Thomas-Tate, S. (2012). The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities 45(5) 406 – 417.

Petscher, Y. ,Connor, C. M., & Al Otaiba, S. (2012). Item-level psychometric analysis, vertical equating, and scaling of the Diagnostic Evaluation of Language Variation assessment. in Assessment for Effective Intervention, (37) 243-250.

Puranik, C., Al Otaiba, S., Folsom, J.S., Gruelich, L. (2012). Examining the contribution of letter writing fluency and spelling to composition in kindergarten children. Reading and Writing: An Interdisciplinary Journal, 25 (7), 1523-1546.

Sáez, L, sFolsom, J.S., Al Otaiba, S. & Schatschneider, C. (2012). Relationships among student attention behaviors, teacher practices, and beginning word reading skill. Manuscript accepted for publication in the Journal of Learning Disabilities, 45 (5), 418-432.

2011
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111 (34), 535-560. NIHMS ID 249051.

Al Otaiba, S., Folsom, J. S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J., & Li, Z. (2011). Predicting first grade reading performance from kindergarten response to instruction, Exceptional Children, 77( 4), 453-470.

Cha, H., Pappamihiel, E. & Al Otaiba, S. (2011). The silent face of language anxiety: A case study of Korean elementary school students in US schools. Primary English Education, 17(3), 201-223.

Denton, C. A. & Al Otaiba, S. (2011). Teaching word identification to students with reading difficulties and disabilities, Focus on Exceptional Children, 43, 7, 1-16.

Kim, Y.S., Al Otaiba, S., Puranik, C., Folsom, J., Greulich, L., & Wagner, R. (2011). Componential skills of beginning writing: An exploratory study at the end of kindergarten, Learning and Individual Differences, 21, 517–525.

2010
Al Otaiba, S. & Hosp, J. (2010). Spell it out: The need for detailed spelling assessment to inform instruction. Assessment for Effective Instruction, 36, 3. DOI:10.1177/1534508410384478.

Al Otaiba, S., Puranik, C., Rouby, D. A., Greulich, L., Folsom, J. S., & Lee, J. (2010). Predicting kindergartners’ end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Learning Disabilities Quarterly. 33, 171-184. NIHMS ID 294034.

Calhoon, M. B., Al Otaiba, S. & Greenberg, D. (2010). Spelling knowledge: Implications of instruction and intervention. Learning Disabilities Quarterly. 33, 145-147.

Lake, V. E., Al Otaiba, S., & Guidry, L. (2010). Developing social skills and literacy instruction pedagogy through service learning: An integrated model of teacher preparation. Early Childhood Teacher Education, 373- 390.

Pappamihiel, N. E., Al Otaiba, S. & Hudson, R. (2010). Integrating English as a second language into Special Education teacher training programs. Teacher Education and Practice, 23,495-506.

2009
Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Sidler, J. F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom Instruction. Perspectives, Fall, 13-19. NIHMS ID 156086

Al Otaiba, S., Lewis, S., & Whalon, K., Dyrlund, A. K, & Mackenzie, A. (2009). Home literacy environments of young children with Down syndrome: Survey findings. Remedial and Special Education, 10(2), 96-107. NIHMS ID:155300.

Al Otaiba, S., Petscher, Y., Pappamahiel, N. E., Williams-Smith, R., Dyrlund, A., & Connor, C. (2009). Modeling oral reading fluency development in Latino students. Journal of Educational Psychology, 101(2), 315-329. NIHMS ID:155112.

Al Otaiba, S., Puranik, C., Zilkowksi, R., & Curran, T. (2009). Effectiveness of early phonological awareness interventions for students with speech or language impairments. Journal of Special Education, 43, 107-128. NIHMS ID:155292.

Whalon, K., Al Otaiba, S, & Delano, M. (2009). Evidence-based reading instruction for individuals with Autism Spectrum Disorders: A review of the literature. Focus on Autism, 24, 3-16. NIHMSID: 155284.

2008
Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M., Schatschneider, C., Dyrlund, A. K., Miller, M. S., & Wright, T. L. (2008). Reading First kindergarten classroom instruction and students’ early literacy growth. Journal of School Psychology, 46(3), 281-314. PMID 1908361 Medline.

Al Otaiba, S. & Foorman, B. (2008). Early literacy instruction and intervention. Community Literacy Journal, 3(1), 21-37. NIHMS ID: 153302.

Al Otaiba, S., Hosp, J., Smartt, S., & Dole, J. (2008). The challenging role of reading coaches in leaving no child behind, a cautionary tale. Journal of Educational and Psychological Consultation, 18(2), 124-155.

Puranik, C., Petscher, Y., Al Otaiba, S., Catts, H., & Lonigan, C. (2008). Development of oral reading fluency in children with speech or language impairments: A growth curve analysis. Journal of Learning Disabilities, 41(6), 545-560. NIHMS ID: P18625782. PMID: 18625782 Medline.

2007
Al Otaiba, S. & Lake, V. (2007). Preparing special educators to teach reading: Using classroom-based assessments to judge response to intervention. Reading and Writing: An Interdisciplinary Journal, 20, 591-617.

Calhoon, B., Al Otaiba, S., Cihak, D., King, A., & Avalos, A. (2007). Effect of a peer mediated program on reading skill acquisition for children in bilingual first grade classrooms. Learning Disabilities Quarterly, 30, 169-184.

Hudson, R. H., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? The Reading Teacher, 60(6), 506-515.

2006
Al Otaiba, S. & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414-431.

Al Otaiba, S. & Rivera, M. (2006). Individualizing guided oral reading fluency instruction for students with emotional/behavioral disorders. Intervention School and Clinic, 4(3), 144-149.

Calhoon, B., Al Otaiba, S., Greenberg, D., King, A., & Avalos, A. (2006). Boosting the intensity of reading instruction for culturally diverse first grade students: The promise of Peer-Assisted Learning Strategies. Learning Disabilities Research and Practice, 21(4), 261-272.

Rivera, M. & Al Otaiba, S., & Koorland, M. A (2006). Reading instruction for students with emotional/behavioral disorders and at-risk of antisocial behaviors in primary grades: A literature review. Behavioral Disorders, 31(3), 323-339.

2005
Al Otaiba, S. (2005). Response to early literacy instruction: Practical issues for early childhood personnel preparation. Journal of Early Childhood Teacher Education, 25, 201-209.

Al Otaiba, S. (2005). How effective is code-based tutoring in English for English language learners and their preservice teacher/tutors? Remedial and Special Education, 26(4), 245-254.

Al Otaiba, S., Kosanovich-Grek, M. L., Torgesen, J. K., Hassler, L., & Wahl, M. (2005). Reviewing core kindergarten and first grade reading programs in light of No Child Left Behind: An exploratory study. Reading and Writing Quarterly, 21, 377-400.

Al Otaiba, S. & Pappamihiel, N. E. (2005). Guidelines for using literacy volunteers to support reading instruction for English language learners. Teaching Exceptional Children, 37(6), 6-11.

Al Otaiba, S., Schatschneider, C., & Silverman, E. (2005). Tutor assisted intensive learning strategies in kindergarten: How much is enough? Exceptionality, 13(4), 195-208.

2004
Al Otaiba, S. (2004). Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575-589.

Al Otaiba, S. & Hosp, M. (2004). Providing effective literacy instruction to students with Down Syndrome. Teaching Exceptional Children, 36(4), 28-35.

2003
Pappamihiel, N. E. & Al Otaiba, S. (2003). Rethinking ESOL university faculty inservice: Personal reflections on infusing ESOL standards in special education. Special Edition of Sunshine State TESOL Journal, 2(2), 23-28.

2002
Al Otaiba, S. & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300-316.

Al Otaiba, S. & Smartt, S. (2002). Involving parents in early literacy intervention: A summer sound camp for children with speech and language delays. Teaching Exceptional Children, 35(3), 30-35.

Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O’Connor, R. (2002). Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms. Exceptional Children, 68, 295-311.

2001
Al Otaiba, S. (2001). IRA outstanding dissertation award for 2001: Children who do not respond to early literacy instruction: A longitudinal study across kindergarten and first grade. [Abstract] Reading Research Quarterly, 36, 344-345.

Fuchs, D., Fuchs, L.S., Al Otaiba, S., Thompson, A., Yen, L., McMaster, K. N., Svenson, K. & Yang, N. J. (2001). K-PALS: Helping Kindergartners with reading readiness: Teachers and researchers in partnerships. Teaching Exceptional Children, 33, 76-80.

Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O’Connor, R. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93, 251-267.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Al Otaiba, S., Yang, N., Nyman, K., Prentice, K., Kazdan, S., & Saenz, L. (2001). Peer-Assisted Learning Strategies in reading: Extensions to kindergarten/first grade and high school. Remedial and Special Education, 22, 15-21.

2000
Al Otaiba, S., & Smartt, S. (2000). Involving Head Start parents in early literacy intervention: Funological awareness. National Head Start Association Dialog, 4, 89-94.

Book Chapters

2012
Allor, J., Al Otaiba, S. (2012). Strategies for improving student outcomes in emergent reading: Advances in the field of early literacy instruction. In B. G. Cook & M. Tankersley (Eds.) Research-based practices in special education (pp. 11-23) Boston, MA: Pearson.

Allor, J., Al Otaiba, S. (2012). Strategies for improving student outcomes in emergent reading: Advances in the field of early literacy instruction. In D. J. Chard, B. G. Cook & M. Tankersley (Eds.) Research-based strategies for improving outcomes in academics (pp 8-20). Boston, MA: Pearson.

Allor, J., Al Otaiba, S., & Folsom, J. F. (2012). Literacy development and language acquisition. Invited for publication by Oxford Bibliographies Online: Education.

Al Otaiba, S. & Hougan, M. (2012). Phonological awareness: A critical foundation for beginning reading. In M. Hougen & Smartt, S (Eds.) The Fundamentals of Literacy Assessment and Instruction. Baltimore, MD: Brookes.

Al Otaiba, S., Kosanovich, M., & Torgesen, J. (2012). Assessment and instruction in phonemic awareness and word recognition skills. In Alan G. Kamhi & Hugh W. Catts & (Eds.) Language Basis of Reading Disabilities 3rd Edition (pp. 113-145) Upper Saddle River: NJ: Pearson.

2011
Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Sidler, J. F. (2011). Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom Instruction. Reprint of article invited for publication in M. Joshi & L. Moats (Eds.). Expert Perspectives on Intervention with Reading Disabilities: An Anthology from Publications of the International Dyslexia Association.

2010
Al Otaiba, S., Calhoon, M. B., & Wanzek, J. (2010). Response to intervention: Treatment validity and implementation challenges in the primary and middle grades. In T.E. Scruggs & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 22, pp. 1-28.). Bingley, UK: Emerald.

2009
Al Otaiba, S., Connor, C. M., Foorman, B., Greulich, L., & Folsom, J. S. (2009). Implementing response to intervention: The synergy of beginning reading instruction and early intervening services. In T.E. Scruggs & M.A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (Vol. 21, pp. 291-316). Bingley, UK: Emerald.

S Castillo, J.M., Torgesen, J.K., Powell-Smith, K.A., & Al Otaiba, S. (2009). Examining the decision reliability and validity of three reading fluency measures for predicting outcomes on statewide reading accountability tests. In R.K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 195-223). New York, NY: The Guilford Press.

Connor, C. M., & Al Otaiba, S. (2009). Literacy. In J. B. Benson & M. M. Haith (Eds.), Language, Memory, and Cognition in Infancy and Early Childhood (pp. 301-314). Oxford: Academic Press, Elsevier. Reprint of Connor, C. M., & Al Otaiba, S. (2008). Literacy. In Encyclopedia of infant and early childhood development.

Foorman, B. R., & Al Otaiba, S. (2009). Reading remediation: State of the art. In K. Pugh and P. McCardle (Eds.), How children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice (pp. 257-274). New York, NY: Psychology Press.

2008
Connor, C. M., & Al Otaiba, S. (2008). Literacy. In Encyclopedia of infant and early childhood development (pp. 235-247). Kidlington, Oxford UK: Elsevier Limited.

2007
Al Otaiba, S. & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention (pp. 212-222). New York, NY: Springer.

2006
Al Otaiba, S., Clancy-Menchetti, J., & Schatschneider, C. (2006). Examining the effects of professional development designed to improve the effectiveness of early reading instruction for students at-risk for reading difficulties: Experimental and quasi-experimental approaches. In T. Scruggs & M. Mastropieri (Vol. Ed.), Advances in learning and behavioral disabilities (Vol. 19, pp. 207-243). Oxford, UK: Elsevier Science/JAI Press.

Houston, D., Al Otaiba, S., & Torgesen, J. (2006). Learning to read: Phonics and fluency. In D. Browder and F. Spooner (Eds.), Teaching reading, math and science to students with significant cognitive disabilities (pp. 93-123). Baltimore, MD: Brookes.

2004
Torgesen, J., Al Otaiba, S., & Grek, M. (2004). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language basis of reading disabilities, 2nd edition (pp. 127-155). Needham Heights, MA: Allyn & Bacon.

2003
Al Otaiba, S. (2003). Identification of nonresponders: Are the children “left behind” by early literacy intervention the “truly” reading disabled? In T. Scruggs & M. Mastropieri (Vol. Ed.), Advances in learning and behavioral disabilities (Vol. 16, pp. 51-81). Oxford, UK: Elsevier Science/JAI Press.

Fuchs, D., Fuchs, L. S., McMaster, K., & Al Otaiba, S. (2003). Identifying children at risk for reading failure: Curriculum-Based Measurement and the dual discrepancy approach. In L. Swanson, K. R., Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 431-449). New York, NY: Guilford.

In Press Articles and Book Chapters

Referred Journals in Press

Al Otaiba, Stephanie, Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., Wagner, R. K. (in press). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading. Manuscript accepted for publication in Exceptional Children.

Allor, J.H., Gifford, D.B., Al Otaiba, S., Miller, S. J., Cheatham, J. P. (in press). Teaching students with intellectual disabilities to integrate reading skills: Effects of text and text-based lessons. Manuscript accepted for publication in Remedial and Special Education.

Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P. & Al Otaiba, S. (in press). Is scientifically based reading instruction effective for students with below-average IQs? Manuscript accepted for publication in Exceptional Children.

Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatshneider, C. (in press). A longitudinal cluster-randomized control study on the accumulating effects of individualized literacy instruction on students’ reading from 1st through 3rd grade. Manuscript accepted for publication in Psychological Science.

Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S. & Kim, Y-S. (in press). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Manuscript accepted for publication in Reading and Writing: An Interdisciplinary Journal.

Kim, Y-S., Al Otaiba, S., Folsom, J., Greulich, L., & Puranik,C. (in press). Evaluating the dimensionality of first grade written composition. Manuscript accepted to the Journal of Speech, Language, and Hearing Research.

Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom, J. S., & Gruelich, L. (in press). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Manuscript accepted to Reading and Writing: An Interdisciplinary Journal.

Kim, Y.-S., Puranik, C., & Al Otaiba, S. (in press). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. Manuscript accepted to The Elementary School Journal.

Puranik, C., Al Otaiba, S., Folsom, J., & Greulich, L. (in press). Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms", Manuscript accepted to Reading and Writing: An Interdisciplinary Journal.

Wanzek. J., Al Otaiba, S., & Petscher, Y. (in press). Oral reading fluency development for children with emotional disturbance or learning disabilities. Manuscript accepted for publication in Exceptional Children.

Wanzek. J., Al Otaiba, S., & Roberts, G. (in press). Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties. Manuscript accepted for publication in Reading and Writing.

Book Chapters, Monographs, and Invited Papers
Allor, J., Al Otaiba, S., Ortiz, M, & Folsom, J. (in press). Comprehensive beginning reading. To appear in D. Browder & F. Spooner (Eds.), more language arts, math, and science for students with severe disabilities. Baltimore, MD: Brookes.

Al Otaiba, S., Allor, J., Ortiz, M., Greulich, L., Wanzek, J., & Torgesen, J. (in press). Tier 3 primary grade reading interventions: Can we distinguish necessary from sufficient? To appear in M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York, NY: Springer.

Fuchs, D., McMaster, K. L., Fuchs, L. S., & Al Otaiba, S. (in press). Data-based individualization as a means of providing intensive instruction to students with serious learning disorders. To appear in K. R., Harris, & S. Graham (Eds.), Handbook of learning disabilities Second edition. New York, NY: Guilford.

Puranik, C., Al Otaiba, S., & Ye, F. (in press). Examining early spelling and writing skills: A comparative analysis of kindergarteners with speech and language impairments and their typically developing peers. To appear in B. Arfè, J. Dockrell, & V. Berninger (Eds). Handbook of Writing Development in Children with Hearing Loss, Dyslexia or Oral Language Problems: Implications for Assessment and Instruction.

Wanzek, J., Al Otaiba, S., & Gatlin, B. (in press). Implementation of Tier II interventions in the primary grades. To appear in M. K. Burns, & A. M. Van der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention, Second edition. New York, NY: Springer.