Clinical Assistant Professor
Ph.D., Southern Methodist University
6116 N. Central Expressway, Ste.1150
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Dr. Beverly Weiser received her PhD in Education from Southern Methodist University in 2010 with an emphasis on education research and statistics. A former third grade teacher for 11 years, she also has over seven years of experience as an educational consultant specializing in instructional curriculum and implementation , coaching teachers and reading coaches, statistical analysis, computer assisted technology curriculum, educational leadership, and cognitive testing of students with reading, spelling, writing, and mathematics difficulties. She also holds certificates for being a Texas Master Teacher in reading, math, and English as a second language. Recently, she was awarded the 2011 Award for Outstanding Research of the Year by the Council on Learning Disabilities for her work, Ameliorating reading disabilities early: Examining an encoding and decoding instruction model.
Dr. Weiser is currently a Research Assistant Professor at Southern Methodist University (SMU), teaching master level education graduate classes on assessment and differentiated learning, education research, reading and writing in the content areas, data analysis (probability and statistics), algebraic reasoning and problem solving, and teaching literacy in society across all content areas and all grade levels for the Department of Teaching and Learning. She also works at the Institute of Evidenced-Based Education at SMU on education intervention grants for struggling students, completing statistical analyses, coaching teachers and school leaders, and disseminating grant and other research projects findings through manuscripts, books, professional development, and presentations. She is also a consultant working for the George W. Bush Middle School Initiative, a platform to improve instruction, academic performance, and leadership within middle schools. Her research interests include: Effective teaching; learning disabilities; reading, spelling, writing, and math differentiated instruction; effective coaching and professional development, improving teacher content knowledge and instruction, school leadership, and increasing student engagement, learning, and performance.
Weiser, B. (2010). Examining the synergistic relationship of encoding and decoding instruction and its effect on first graders struggling with reading. (Doctoral dissertation). Retrievable from ProQuest Dissertations & Theses Database. (Publication No. AAT 3419603; ISBN No. 9781124196596; ProQuest Document ID No. 2149850421).
Alvoid, L., & Weiser, B. L. (2011). Assessing School Leader Effectiveness. In Oxford Bibliographies Online: Education. New York: Oxford University Press, 12/15/2011. doi: 10.1093/OBO/9780199756810-0050
Weiser, B. L., & Mathes, P. G. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at-risk for literacy difficulties: A best- evidence synthesis. Review of Educational Research, 81(2), 170-200. doi:10.3102/0034654310396719
Lyon, G. R. & Weiser, B. (2009). Teacher knowledge, instructional expertise, and the
development of reading proficiency, Journal of Learning Disabilities, 42(5), 475-480.
Moats, L. C., & Weiser, B. L. (in press). Spelling development, disability, and instruction. (2nd ed.). Austin, TX: ProEd.
Lyon, G. R., & Weiser, B. L. (in press). Evidence-based leadership: Links to student learning and achievement across the content areas. Baltimore, MD: Brookes Publishing.
Lyon, G. R., & Weiser, B. L. (in press). School leadership and effective teachers. In Middle School Initiative: Specifications for Excellence in the Research-based Middle School, George W. Bush Institute at Southern Methodist University (Dallas, TX) and Edvance Research, Inc. (San Antonio).
Book Chapters in Press
Lyon, G. R., & Weiser, B. L. (in press). Learning disabilities: An evidence-based field? In H. Lee Swanson (Ed.), Assessment of learning disabilities (Vol. 2). New York: Guilford Press.
Manuscripts in Press
Weiser, B. (in press). Ameliorating reading disabilities early: Examining an encoding and decoding instruction model. Learning Disabilities Quarterly.
Weiser, B. L., & Lyon, G. R. (in press). Reading instruction for adults with reading disabilities. Journal of Developmental and Behavioral Pediatrics: Review and Special Articles Series: Developmental and Behavioral Disorders Grown-Up.
Weiser, B., Reed, D., Kethley, C., and Mathes, P. (in press). Synthesis of research symposium at CLDs 33rd international conference on learning disabilities: Must Reads for 2011. Learning Disabilities Quarterly.
Manuscripts in Review
Weiser, B. L. (in review). A cross-classified hierarchical model examining the synergistic relationship of encoding and decoding instruction and its effect on first graders struggling with reading.
Working Papers and Chapters
Allor, J., Weiser, B., Cheatham, J., & Diffily, D. (in progress). After-school tutoring: An effective way to boost the reading performances of K-6th grade students struggling with reading.
Weiser, B. L., & Mathes, P. G., (in progress). The importance of measuring quality and quantity of implementation fidelity: A longitudinal study of four cohorts of first graders receiving tier II instruction.
Mathes, P. G., Weiser, B. L., Cuevas, A., & Denton, C. A. (in progress). The coaching solution: The efficacy of technology supported coaching on child outcomes in reading.
Weiser, B. L. (in progress). Effect size reporting: Measures, limitations, and corrections.
Weiser, B. L. (in progress). Gain scores or covariance adjustment model: An old debate revisited.
Weiser, B. L., & Allor, J. (in progress). Its never too late: Proof that adolescent readers experiencing reading difficulty can improve their reading performances with after-school tutoring.
Allor, J., & Weiser, B. L. (in progress). After school tutoring: A practitioners guide to enhancing the reading performances of kindergarten through sixth graders.
Gallegos, E., Weiser, B. L., & Lyon, D. (2009). Nature of Instructional Content Emphasis Reading (Revised). Unpublished direct observation tool. Available from Elisa Gallegos, Institute for Evidence-Based Education, Southern Methodist University, P. O. Box 750381, Dallas, TX 75273-0381
Mathes, P. G., Lyon, G. R., Roid, G., Kalinowski, K., Levy, D., Weiser, B. L.
. Lamar, M. (2011). Technical Manual istations Indicators of Progress, Advanced Reading: Computer Adaptive Testing System for Continuous Progress Monitoring of Reading Growth for Students Grade 4 to Grade 8. Richardson, TX: istation.