Dean David J. Chard

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Dr. David Chard assumes the academic and administrative leadership role of the School of Education and Human Development in the fall of 2007. For the two years preceding his appointment as an SMU Dean, Dr. Chard served as Associate Dean for the College of Education at the University of Oregon. He has held faculty appointments at both Boston University and the University of Texas at Austin and in the late 1990s served as Director of the Texas Center for Reading and Language Arts at UT Austin. Earlier in his career, Dr. Chard served as an educator in the Peace Corps in Lesotho, Africa.

Dean Chard earned a Ph.D. in special education at the University of Oregon in 1995 and a B.S. in mathematics and chemistry education from Central Michigan University in 1985. He was drawn to the field of special education while teaching mathematics and chemistry for nearly 10 years in high school classrooms, where he frequently encountered students who struggled with math and science concepts resulting from difficulties with reading, language, and vocabulary development. As a consequence of these experiences, Dr. Chard focused his subsequent scholarship and research on the role of instruction in the development of basic literacy and numeracy skills for students with learning disabilities or those at-risk for school failure.

Dean Chard has co-directed a number of federally funded model demonstration projects and research studies on the role of instruction in the development of literacy and numeracy skills and has directed or co-directed several state and regional grants and contracts that have examined the improvement of schools and student achievement through the development of teachers' knowledge and practice. Dean Chard's research and development projects have been awarded more than $11 million in federal, state, and private grants.

Dr. Chard has published more than 30 research articles; co-authored 12 books; contributed 12 book chapters; and either written or co-written 18 technical reports, monographs, and training guides. A frequent presenter at national and international education conferences, Chard has taught courses on behavior management, special education reading and writing, learning disabilities, and special education law. He has served on more than 30 doctoral dissertation committees in special education, communication disorders, literacy and language, school psychology, and cognitive psychology.

Refereed Publications

Chard, D. J., & Linan-Thompson, S. (in press). Preface to the special issue: Issues in implementing response-to-intervention approaches in three-tier models of reading instruction. Journal of Learning Disabilities.

Chard, D. J., Vaughn, S., Wanzek, J., Harn, B., Linan-Thompson, S., & Stoolmiller, M. (in press). Predicting reading success in a multi-level school-wide reading model: A retrospective analysis. Journal of Learning Disabilities.

MacIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (in press). Reading skills and function of problem behavior in typical school settings. The Journal of Special Education.

Edwards Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (submitted for review). Making the VERY most of classroom read alouds: How to promote comprehension and vocabulary in K-2 classrooms. The Reading Teacher.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 275-291.

Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58, 510-519.

Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment For Effective Intervention, 30(2), 3-14.

Chard, D. J. (2004). Toward a science of professional development in early reading instruction. Exceptionality, 12(3), 175-191.

Chard, D. J. (2004). Maintaining the relationship between science and special education. Journal of Learning Disabilities, 37(3), 213-217.

Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.

Lee, C. H., & Chard, D. J. (2001). Lexical decision making in Korean: Educational implications of learning to read words. Psychologia.

Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). What preservice and inservice educators believe and know about early reading instruction. Annals of Dyslexia, 51.

Levy, S., & Chard, D. J. (2001). Research on reading instruction for students with emotional and behavioural disorders. International Journal of Disability, Development, and Education, 48, 429-444.

Smith, S. B., Simmons, D. C., Gleason, M. M., Kame’enui, E. J., Baker, S. K., Sprick, M., Gunn, B., Thomas, C. L., Chard, D. J., Plasencia-Peinado, J., Peinado, R. (2001). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading and Writing QuarterlyJitendra, A.K., Chard, D., Hoppes, M.K., Renouf, K., & Gardill, M.C. (2001). An evaluation of main idea strategy instruction in four commercial reading programs: Implications for students with learning problems. Reading and Writing Quarterly, 17, 53-73.

Chard, D. J., Vaughn, S., Tyler, B., & Sloan, K. (2000). Building a school-wide model for reading improvement. Australasian Journal of Special Education, 24, 32-46.

Vaughn, S., Chard, D. J., Bryant, D. P., Coleman, M., Tyler, B. J., Thompson, S., & Kouzekanani, K. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21, 325-335.

Vaughn, S., Gersten, R. , & Chard, D.J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.

Edwards, L., & Chard, D. J. (2000). Curriculum reform in a residential treatment program: Establishing high academic expectations for students with emotional and behavioral disorders. Behavior Disorders, 25, 259-263

Gersten, R., Chard, D. J., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445-457.

Chard, D. J., and Kameenui, E. J. (2000). Struggling first grade readers: The frequency and progress of their reading. The Journal of Special Education, 34, 28-38.

Chard, D. J. (1999). Including students with disabilities in large-scale testing: One case at a time. Journal of Special Education Leadership, 12(2), 39-42.

Chard, D. J., & Bos, C. (1999). Preface to the special issue “Moving from research to practice: Professional development to promote effective teaching of early reading.” Learning Disabilities Research and Practice, 14, 89-90.

Jackson, J., Paratore, J., Chard, D. J., & Garnick, S. (1999). An early intervention supporting the literacy learning of children experiencing substantial difficulty. Learning Disabilities Research and Practice, 14, 254-267.

Gersten, R., & Chard, D. J. (1999). Number Sense: Rethinking Math Instruction for Students with Learning Disabilities. The Journal of Special Education, 33, 18-28.

Chard, D. J., & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34, 261-270.

Chard, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to successful reading. Intervention in School and Clinic, 34, 271-277.

Chard, D. J., & Osborn, J. (1999). Phonics and word recognition instruction in early reading programs: Guidelines for accessibility. Learning Disabilities Research and Practice, 14, 107-117.

Simmons, D. C., Kameenui, E. J., & Chard, D.J. (1996). General education teachers' assumptions about learning and students with learning disabilities: Design of instruction analysis. Learning Disabilities Quarterly, 21, 6-21.

Kameenui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S., & Gunn, B. (1995). Integrating narrative reading comprehension and writing instruction for all learners. National Reading Conference Yearbook, 43, 572-582.

Chard, D. J., & Kameenui, E. J. (1995). Mathematics instruction for students with diverse learning needs: Heeding the message of the Cheshire cat. Focus on Learning Problems in Mathematics, 17(2), 24-38.

Lewis, T., Chard, D., & Scott, T. (1994). Full inclusion and the education of children and youth with emotional and behavioral disorders. Behavioral Disorders, 19(4), 277-293.

Books

Burger, E. B., Chard, D. J., Hall, E. J., Kennedy, P. A., Leinwand, S. J., Renfro, F. L., Seymour, D. G., & Waits, B. K. (2007). Algebra. Austin, TX: Holt, Rhinehart, & Winston.

Burger, E. B., Chard, D. J., Hall, E. J., Kennedy, P. A., Leinwand, S. J., Renfro, F. L., Seymour, D. G., & Waits, B. K. (2007). Geometry. Austin, TX: Holt, Rhinehart, & Winston.

Burger, E. B., Chard, D. J., Hall, E. J., Kennedy, P. A., Leinwand, S. J., Renfro, F. L., Seymour, D. G., & Waits, B. K. (2007). Algebra II. Austin, TX: Holt, Rhinehart, & Winston.

Bennett, J. M., Chard, D. J., Jackson, A., Scheer, J. K., Waits, B. (2007). Holt Middle School Mathematics. Austin, TX: Holt, Rhinehart, & Winston.
Cooper, J. D., Chard, D. J., & Kiger, N. (2005). The struggling reader: Interventions that work. New York: Scholastic.

Cooper, J. D.., Pikulski, J. J., Ackerman, P. A., Au, K. H., Chard, D. J., Garcia, G. G., Goldenberg,

C. N., Lipson, M. Y., Page, S. E., Templeton, S., Valencia, S. W., Vogt, M., & Hunter, P. (2005). Houghton Mifflin Reading. Boston: Houghton Mifflin.

Cooper, J. D., Pikulski, J. J., Ackerman, P. A., Au, K. H., Chard, D. J., Garcia, G. G., Goldenberg,

C. N., Lipson, M. Y., Page, S. E., Templeton, S., Valencia, S. W., & Vogt, M. (2003). Houghton Mifflin Reading: The Nation’s Choice. Boston: Houghton Mifflin.

Bennett, J. M., Chard, D. J., Jackson, A., Milgram, J., Scheer, J. K., Waits, B. (2002). Holt Middle School Mathematics. Austin, TX: Holt, Rhinehart, & Winston.

Cooper, J. D.., Pikulski, J. J., Ackerman, P. A., Au, K. H., Chard, D. J., Garcia, G. G., Goldenberg,

C. N., Lipson, M. Y., Page, S. E., Templeton, S., Valencia, S. W., & Vogt, M. (2002). Houghton Mifflin Reading: California. Boston: Houghton Mifflin.

Chard, D. J., & Osborn, J. (2001). Suggestions for examining phonics and word recognition instruction in early reading programs. Austin, TX: Texas Education Agency.

Cooper, J. D., Pikulski, J. J., Ackerman, P. A., Au, K. H., Chard, D. J., Garcia, G. G., Goldenberg,

C. N., Lipson, M. Y., Page, S. E., Templeton, S., Valencia, S. W., & Vogt, M. (2001). Houghton Mifflin Reading: A Legacy of Literacy. Boston: Houghton Mifflin.

Lloyd, J. W., Kameenui, E. J., & Chard, D. J. (Eds.). (1997). Issues in educating students with disabilities. Hillsdale, N.J.: Lawrence Erlbaum.

Book Chapters

Chard, D. J., & Harn, B. (in press). The Oregon reading model. In C. Greenwood, T. Kratochwill,

S. Elliott, & M. Clements (Eds.). Elementary school-wide prevention models: Real models and real lessons learned.

Chard, D. J., Harn, B., Sugai, G., & Horner, R. (in press). Core features of multi-tier systems of academic and behavioral support. In C. Greenwood, T. Kratochwill, S. Elliott, & M. Clements (Eds.). Elementary school-wide prevention models: Real models and real lessons learned.

Chard, D. J., McDonagh, S., Lee, S., & Reece, V. (in press). Assessing word recognition. In R. McCormick & J. Paratore (Eds.). Effective Early Literacy Practices. New York: Guilford.

Coyne, M., Chard, D. J., Zipoli, R. P., & Ruby, M. F. (2006). Effective strategies for teaching reading comprehension. In M. D. Coyne, E. J. Kame’enui, & D. W. Carnine (Eds.). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson.

Chard, D. J., Pikulski, J. J., & McDonagh, S. (2006). Fluency: The link between decoding and comprehension for struggling readers. In T. Rasinski, C. Blachowicz, & K. Lems (Eds.). Teaching Reading Fluency (pp. 39-61). New York: Guilford.

Gersten, R., Baker, S., Pugach, M., Scanlon, D., & Chard, D. (2001). Research on teaching in special education. In V. Richardson (Ed.), The Handbook of Research on Teaching (4th Ed.). Washington, DC: American Educational Research Association.

Chard, D. J., Simmons, D. C., & Kameenui, E. J. (1998). Word recognition: Research bases. In D.

C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: The bases and the basics (pp. 141-168). Hillsdale, NJ: Erlbaum.

Chard, D. J., Simmons, D. C., & Kameenui, E. J. (1998). Word recognition: Instructional and curricular basics and implications. In D. C. Simmons & E. J. Kameenui (Eds.), What Reading Research Tells Us About Children with Diverse Learning Needs: The Bases and the Basics (pp. 169-182). Hillsdale, NJ: Erlbaum.

Kameenui, E. J., Simmons, D. C., Baker, S., Chard, D., Dickson, S., Gunn, B., Smith, S., Sprick, M., & Lin, S. (1998). Effective strategies for teaching beginning reading and literacy. In

E. J. Kameenui & D. W. Carnine (Eds.), Effective Strategies for Teaching Students with Diverse Learning and Curricular Needs. Columbus, OH: Merrill.

Kameenui, E. J., Chard, D. J., & Carnine, D. W. (1996). The new school mathematics and the age-old dilemma of diversity: Cutting or untying the Gordian Knot. In C. Warger & M. Pugach (Eds.), What's worth knowing: How curriculum trends will affect special education. New York: Teachers College Press.

Kameenui, E.J., Simmons, D. C., Chard, D. J., & Dickson, S. (1996). Direct instruction reading. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading. Hillsdale, NJ: Erlbaum.

Bateman, B., & Chard, D. J. (1995). Legal demands and constraints on placement decisions. In J. Kauffman, J. Wills Lloyd, D. Hallahan, & T. A. Astuto (Eds.), Issues in the educational placement of students with emotional and behavioral disorders. Hillsdale, NJ: Erlbaum.

Technical Reports, Monographs, Training Guides

Pikulski, J., & Chard, D. J. (2003). Fluency: Bridge from decoding to reading comprehension. Boston, MA: Houghton Mifflin.

Cooper, J. D., & Chard, D. J. (2002). Phonics Institute. Boston, MA: Houghton Mifflin.

Gersten, R., Chard, D. J., Baker, S., Lee, D. S., & Fuchs, L. S. (2002). Experimental and quasi-experimental research on instructional approaches for teaching mathematics to students with learning disabilities. Technical Report # 2002-01. Washington, DC: Office of Special Education Programs.

Chard, D. J., Pikulski, J.J., & Templeton, S. (2000). From phonemic awareness to fluency: Effective decoding instruction in a research-based reading program. Boston: Houghton Mifflin.

Hadden, P., Rivera, J., & Chard, D. J. (2000). Building a campus of readers. University of Texas, Austin: Texas Center for Reading and Language Arts.

Chard, D. J. (1999). Reading certification for special education teachers: Making the difference. Perspectives: Newsletter of the International Dyslexia Association, 25, 10-13.

Chard, D. J., Levy, S., Prestidge, L., & Brant, A. (1999). An evaluation of the Texas Reading Academies: Final Report. University of Texas, Austin: Texas Center for Reading and Language Arts.

Chard, D. J., & Levy, S. (1998). Phonological awareness: Principles for instruction and progress monitoring. University of Texas, Austin: Texas Center for Reading and Language Arts.

Chard, D. J., Smith, M., & Tyler, B. J. (1998). Reading fluency: Principles for instruction and progress monitoring. University of Texas, Austin: Texas Center for Reading and Language Arts.

Chard, D. J., & Smith, M. (1998). Word analysis: Principles for instruction and progress monitoring. University of Texas, Austin: Texas Center for Reading and Language Arts.

Chard, D. J., & Smith, M. (1998). Examining phonics and word recognition instruction in early reading programs. University of Texas, Austin: Texas Center for Reading and Language Arts.

Simmons, D. C., Chard, D. J., & Kameenui, E. J. (1995). Translating research into basal reading programs: Applications of curriculum design. Learning Disabilities Forum, 20(1), 9-13.

Sugai, G., & Chard, D. (1995). School discipline practices in Oregon: Teacher and principal reports. (Research Report No. 3). University of Oregon, Eugene: Behavior Disorders Program.

Bateman, B. D., & Chard, D. J. (1995). Identifying students who have learning disabilities. In G. Sugai & G. Tindal (Eds.) The Oregon Conference Monograph, (pp. 6-16). Eugene, OR: The Oregon Conference.

Baker, S. K., Chard, D. J., & Barrus Smith, S. (1994). Slowing down the teaching-learning sequence during beginning reading: Examining the effects of teacher-controlled task complexity. In J. Marr, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, (pp. 44-52). Eugene, OR: The Oregon Conference.

Chard, D. J. (1994). Advances in neurological, biological, and psychological research: Implications for instruction of students with reading disabilities. In J. Marr, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, (pp. 96-108). Eugene, OR: The Oregon Conference.

Chard, D. J., Simmons, D. C., & Kameenui, E. J. (1994). Understanding the Primary Role of Word Recognition in the Reading Process: Synthesis of Research on Beginning Reading. (Technical Rep. No. 16) Eugene, OR: National Center to Improve the Tools of Educators.

Chard, D., Smith, S., & Sugai, G. (1992). Packaged discipline programs: A consumer’s guide. In J. Marr & G. Tindal (Eds.) The Oregon Conference Monograph, (pp. 19-27). Eugene, OR: The Oregon Conference.

Contact Dean Chard through the School of Education and Human Development at 214-768-5465.