TI Endowed Chair in Evidence-Based Education & Professor
Ph.D., Vanderbilt University
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Patricia G. Mathes, Ph.D. is a Professor of Teaching and Learning and a former classroom and reading teacher who she received her Ph.D. in 1992 from Peabody College of Vanderbilt University in Education and Human Development and has served on the faculties of Pediatrics at the University of Texas Houston Medical School, the College of Education at Florida State University, and Peabody College for Teachers at Vanderbilt University. Since 1991 she has been conducting large-scale classroom based reading intervention research with funding from multiple sources including the U.S. Department of Education, the National Institute of Child Health and Human Development, the National Science Foundation, as well as state agencies and foundations.
She is also the recipient of several prodigious awards including: the 2011 Distinguished Alumni Award from her undergraduate alma mater, Baylor University; the 2005 Albert J. Harris award from the International Reading Association; the 2002 Interpretive Scholar award from the American Educational Research Association; the 2001 Distinguished Early Career Researcher award from the Council for Exceptional Children, and the 1999 Samuel A. Kirk award from Council for Exceptional Children Division of Learning Disabilities. She is the author of numerous articles, chapters, and books, and curricular materials related to reading and reading disabilities, accommodating academic diversity, and best practices for struggling readers. Likewise, she serves the Editor of the Annals of Dyslexia, sits on the Board for the Council for Learning Disabilities, is on the editorial board of several scholarly journals and provides nationwide teacher/staff development focused on translating research into practice.
Dr. Mathes came to SMU in 2003 as the Texas Instruments Endowed Chair in Evidence-Based Education and Director of the Institute for Evidence-Based Education. Under her leadership, the institute has been very successful in obtaining external fns to conduct large-scale research projects to further understanding about how to best prepare our nations children for the 21st century. Her current projects include: a) the development of Computer Adaptive Testing tools to provide teachers and schools with continuous progress monitoring data of literacy growth for children from pre-kindergarten to grade 12; b) examination of the role of technology in supporting teachers to implement Response-to-Intervention in early reading, c) and providing coaching support to teachers using technology.
Denton, C.A., Nimon, K., Mathes, P.G., Swanson, E.A., Kethley, C., Kurz, T., & Shih, M. (2010). The effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76, 394-416.
Tong, F., Irby, B.J., Lara-Alecio, R., Yoon, M., & Mathes, P. (2010). Hispanic English Learners Responses to Longitudinal English Instructional Intervention and the Effect of Gender: A Multilevel Analysis. The Elementary School Journal, 110, 542-566.
Denton, C.A., Foorman, B.R., Mathes, P.G. (2003) Perspective: Schools the Beat the Odds Implication. Remedial and Special Education, 24, 258-272.
Grek, M.L. Mathes, P.G., & Torgesen, J.K. (2003). Observations of supplemental reading instruction. In S.Vaughn & K. Briggs (Eds.) Observational Techniques in Educational Research, Baltimore, MD: Paul H. Brooks.
Mathes P.G. Torgesen, J.K, Menchetti, J.C., Santi, K., Nicholas, K., Robinson, C. A (2003). Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers. Elementary School Journal, 103, 459-479.
Mathes, P. G., & Denton, C.A. (2003). Reading disability: A construct in transition. In S. Goldman (Ed.) The encyclopedia of education.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (in press). An evaluation of two reading interventions derived from diverse models. Reading Research Quarterly.
Mathes, P.G, & Denton, C.A Slow-Responders in Early Literacy Interventions. (2003). In B. Foorman (Ed.) Effective Preventions and Interventions for Children At-Risk of Reading Difficulties or with Identified Reading Disabilities. Baltimore, MD: York Press.
Pearson, J.M., Mathes, P.G., Liberman, D. Allor, J.A., Burridge, A. (in press). The Effect of Peer-Assisted Literacy Strategies on Phonemic Awareness and Lexical Retrieval for Low-achieving First-grade Readers. Reading Psychology.
Vaughn S., Linan-Thompson, S., Mathes, P.G., Cirinio, P.T., Carlson,C., Francis, D.G., Duradola, S.P, & Hagan, E.C., (in press). Effectiveness of Spanish Intervention for 1st Grade English Language Learners At Risk for Reading Difficulties. Journal of Educational Psychology.
Vaughn, S.R., Mathes, P.G., & Linan-Thompson (in press) Teaching English language learners at risk for reading difficulties to read in Spanish or English. Learning Disabilities Research and Practice
Mathes, P.G., Torgesen, J.K, Menchetti, J.C., Wahl, M., & Grek, M.K. (2004) Proactive Early Intervention in Reading. (Teacher guides, daily lessons materials, and student activity books for first-grade reading intervention). Columbus, Ohio: SRA/McGraw-Hill.
Mathes, P. G., Linan-Thompson, S., Pollard-Duradola, S. D., Hagan, E. C., & Vaughn, S. (2003). Lectura proactive para principiantes: Intensive small group instruction for Spanish speaking readers. Developed with funds provided by the National Institute of Child Health and Human Development (#HD-99-012), Development of English Literacy in Spanish Speaking Children.
Mathes, P.G., Torgesen, J.K., & Herron, J. Continuous Monitoring of Early Reading Skills (CMERS) ( In press)[Computer software]. San Rafael, CA: Talking Fingers, Inc