Dr. Jade Wexler is a Professor of Special Education at the University of Maryland, College Park. She also currently serves as the Area Director of the Special Education program at the University of Maryland as well as the Associate Director of Research for MILE, the Maryland Initiative for Literacy and Equity (see https://research.umd.edu/mile).
As a former high school special education English and reading special education teacher in Maryland, Wexler aims to bring her practical experience in the field to her research. With a focus on bridging research to practice, she also greatly values the partnerships she has formed with school district administrators and teachers. Wexler also values the inclusion of her students in designing and implementing research.
In collaboration with members from her research team, the Adolescent Literacy and Professional Development Lab, her current research focuses on developing and evaluating 1) reading interventions to support adolescents with reading difficulties and disabilities in the content-area and supplemental intensive intervention settings, and 2) professional development and coaching for instructional leaders (e.g., literacy coaches) and teachers to support teachers’ adoption and sustained implementation of evidence-based literacy practices in the middle school setting.
Dr. Wexler has served as principal investigator or Co-principal investigator on projects funded by the U.S. Department of Education, Institute of Education Sciences (IES) (see https://projectcali.uconn.edu/), and the Office of Special Education Programs (OSEP; see https://meadowscenter.org/project/pact-plus/). She has conducted studies in public schools and alternative school settings.
Wexler currently serves as Principal Investigator (PI) of two federally-funded grants supporting work on AIM Coaching, an adaptive intervention literacy coaching model for middle school instructional leaders (e.g., coaches). The AIM Coaching model provides instructional leaders with a literacy coaching model that they can use to support teachers' implementation of evidence-based literacy practices. Work on the Adaptive Intervention Model Coaching, or AIM Coaching, is supported by funding from the U.S. Department of Education IES and OSEP; see www.aimcoaching.org.
In addition to numerous practitioner-focused teacher guides and other resources, Dr. Wexler has published more than 55 articles in peer-reviewed journals and is the co-author of three books focused on adolescent literacy. Wexler presents frequently at conferences and consults often with school districts and federally funded centers.
2012 - National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education, Summer Training Institute on Single Case Design Research
2022-2025- Inaugural Impact Professorship, University of Maryland College of Education
2021- Excellence in Scholarship (Tenured faculty), University of Maryland College of Education
2020- University of Maryland Research Leaders Fellow Program, Inaugural Cohort
2019 - Maryland Research Excellence Celebration honoree; Faculty who have demonstrably elevated the visibility and reputation of the University of Maryland Research Enterprise as reported by the Dean of the College of Education
2016 - University of Maryland Research and Scholarship Award (RASA)
2014 - Excellence in Teaching (Pre-Tenure), University of Maryland, College of Education
2012 - University of Maryland International Travel Award
2010 - International Reading Association, The Albert J. Harris Award
Selected Publications
Peer Reviewed Journal Articles
*denotes student or post-doc advisee
*Stark, K., Wexler, J., Shelton, A., Johnston, T.J. & *Omohundro, Karen (2023). Explicit and evidence-based literacy instruction in middle school: An observation study. Reading and Writing. https://doi.org/10.1007/s11145-023-10470-y
*Shelton, A., Swanson, E., Wexler, J., Payne, S. B., & *Hogan, E. (2023). An exploration of middle school literacy coaching: A multi-survey study of teachers and instructional coaches. Teacher Education and Special Education. https://doi.org/10.1177/08884064231172733
*Shelton, A., & Wexler, J. (online first). Main idea strategy instruction to support middle school students with intellectual disability. TEACHING Exceptional Children. https://doi.org/10.1177/00400599221081036
Wexler, J., Kearns, D.M., Lemons, C.J., *Shelton, A., Pollack, M.S., Stapleton, L.M., *Clancy, E., *Hogan, E.K., Lyon, C., (2022). Improving literacy instruction in co-taught middle school classrooms to support reading comprehension. Contemporary Educational Psychology. Advance online publication. https://doi.org/10.1016/j.cedpsych.2021.102040
Wexler, J., Swanson, E., Vaughn, S., *Shelton, A., Bray, L., *Hogan, E.K., Kurz, L. (2022). Sustaining the use of evidence-based tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities. Advance online publication. https://doi.org/10.1177/00222194211065499
*Shelton, A., Wexler, J., Kurz, L., Swanson. E. (2021). Incorporating evidence-based literacy practices into middle school content areas. TEACHING Exceptional Children, 53(4), 270–278. https://doi.org/10.1177/0040059920968582
Wexler, J. (2021). Improving instruction in co-taught classrooms to support reading comprehension. Intervention in School and Clinic, 56(4), 195–199. https://doi.org/10.1177/1053451220944212
Wexler, J., Kearns, D.M., *Hogan, E.K. *Clancy, E. & *Shelton, A. (2021). Preparing to implement evidence-based literacy practices in the co-taught classroom. Intervention in School and Clinic, 56(4), 200–207. https://doi.org/10.1177/1053451220944369
*Shelton, A., Lemons, C.J., & Wexler, J. (2021). Supporting main idea identification and text summarization in middle school co-taught classes. Intervention in School and Clinic, 56(4), 217–223. https://doi.org/10.1177/1053451220944380
Wexler, J., Swanson, E., Kurz, L., *Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School & Clinic, 55(4). DOI: 10.1177/1053451219855738
Wexler, J., Swanson, E., & Vaughn, S., *Shelton, A., & Kurz. L. (2019). Building a sustainable school-wide adolescent literacy model in middle schools: Guidance for administrators. Middle School Journal. DOI: 10.1080/00940771.2019.1603802
*Shelton, A., Wexler, J., Silverman, R. D., & Stapleton, L. M. (2019). A synthesis of reading comprehension interventions for persons with mild intellectual disability. Review of Educational Research, 89, 612-651. DOI: 10.3102/0034654319857041
Wexler, J., Kearns, D. M., Lemons, C. J., Mitchell, M., *Clancy, E., *Davidson, K. A., *Sinclair, A. C., & Wei, Y. (2018). Reading comprehension and co-teaching practices in middle school English language arts classrooms. Exceptional Children, 84(4), 384-402. DOI: 10.1177/0014402918771543
Lemons, C., Vaughn, S., Wexler, J., Kearns, D. M., & *Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3), 131-143. DOI: 10.1111/ldrp.12173
Swanson, E. & Wexler, J. (2017). Selecting appropriate text appropriate for adolescents with disabilities. Teaching Exceptional Children, 49(3), 160-167. DOI: 10.1177/0040059916670630
Wexler, J., Reed, D. K., Barton, E. E., *Mitchell. M., & *Clancy, E. (2017). The effects of a peer mediated reading intervention on juvenile offenders’ main idea statements about informational text. Behavioral Disorders, 42(3). DOI: 10.1177/0198742917703359
Wexler, J., *Mitchell, M. A., *Clancy, E., & Silverman, R. D. (2016). An investigation of literacy practices in science classrooms. Reading & Writing Quarterly, 33(3), 258-277, DOI: 10.1080/10573569.2016.1193832
Vaughn, S., Roberts, G., Schnakenberg, J. B., Fall, A.-M., Vaughn, M. G., & Wexler, J. (2015). Improving reading comprehension for high school students with disabilities: Effects for comprehension and school retention. Exceptional Children, 82(1), 117–131. DOI: 10.1177/0014402915585478
Wexler, J., Reed, D. K., Pyle, N., *Mitchell, M., & Barton, E. E. (2015). A synthesis of peer mediated academic interventions for secondary struggling learners. Journal of Learning Disabilities, 48(5), 451–470. DOI: 10.1177/0022219413504997
Wexler, J., Reed, D. K., & Sturges, K. M. (2015). Reading practices in the juvenile correctional facility setting: Incarcerated adolescents speak out. Exceptionality, 23(2), 100–123. DOI: 10.1080/09362835.2014.986602
Wexler, J., Reed, D. K., *Mitchell, M., *Doyle, B., & *Clancy, E. (2015). Implementing an evidence based instructional routine to enhance comprehension of expository text. Intervention in School & Clinic, 50(3), 142–149. http://doi.org/10.1177/1053451214542042
Wexler, J., Pyle, N., & Fall, A. M. (2015). Dropout prevention intervention with secondary students: A pilot study of project GOAL. Preventing School Failure, 59(3), 142–152. https://doi.org/10.1080/1045988X.2013.876957
Wexler, J., *Pyle, N., Flower, A., Fall, J., & Cole, H. (2014). A synthesis of academic interventions for incarcerated adolescents. Review of Educational Research, 84(1), 3-46. DOI: 10.3102/0034654313499410
Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C.A., & Fletcher, J. (2012). Effects of an intensive reading intervention for eighth grade students with a persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515-525. DOI: 10.1177/0022219411402692
Vaughn, S., Wexler, J., Roberts, G., Barth, A. E., Cirino, P. T., Romain, M., Fletcher, J. M. (2011). The effects of tertiary treatments on middle school students with reading disabilities: Individualized versus standardized approaches. Exceptional Children, 77, 391-407.
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities, Research & Practice, 25, 2-10.
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C. K., Cable, A., Tackett K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262-300. DOI: 10.3102/0034654308325998
Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing: An Interdisciplinary Journal, 21, 317-347.
Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research and Practice, 23(2), 79–89. http://doi.org/10.1111/j.15405826.2008.00266.x
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M. S., & Kim, A. H. (2006). A synthesis of spelling and reading interventions and the effects on the spelling outcomes for students with learning disabilities. Journal of Learning Disabilities, 39(6), 528–543. https://doi.org/10.1177/00222194060390060501
Chapters
Wexler, J., Shelton, A., Stark, K., Hogan, E., Chow, J., & ^Fisk, R. (in press). Professional development as a pathway for sustaining teachers. In E. McCray, P. Sindelar, M. Brownell, and J. McLesky (eds.) Handbook of research on special education teacher preparation. Routledge.
^Shelton, A., & Wexler, J. (2022). The development of reading comprehension in adolescents with literacy difficulties. In E. Talbott & T. Farmer (Eds.) The handbook of special education research, Volume I: Theory, methods, and developmental processes. (pp. 272-284). Routledge.
Wexler, J., Wanzek, J., & Vaughn, S. (2019). Spotting problems before they start: preventing and remediating reading disabilities. In N. Young, C. Michael, & T. Citro (Eds.) From floundering to fluent: Reaching and teaching the struggling reader. (pp. 1-32). Lanham, MD: Rowman & Littlefield.
Wexler, J., & *Pyle, N. F. (2013). Effective approaches to increase student engagement. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook, second edition (pp. 381–394). New York, NY: Oxford Press.
Vaughn, M. G., Perron, B. E., Beaver, K. M., DeLisi, M., & Wexler, J. (2010). Transactional pathways in the development of externalizing behaviors in a sample of kindergarten children with impaired self-control. In F. Columbus (Ed.), Control theory and its applications (pp. 41–53). New York, NY: Nova Science Publishers.
Swanson, E., Wexler, J., & Vaughn, S. (2009). Text reading and students with learning disabilities. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 210–230). New York, NY: Guilford Press.
Wexler, J., Wanzek, J., & Vaughn, S. (2009). Preventing and remediating reading difficulties for elementary and secondary students. In G. D. Sideridis (Ed.), Strategies in reading for struggling learners (pp. 15–35). Weston, MA: Learning Disabilities Worldwide.
Wexler, J., Edmonds, M., & Vaughn, S. (2008). Teaching older readers with reading difficulties. In R. J. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral challenges (pp. 193–214). New York, NY: Routledge.
Books
Wexler, J., Swanson, E., & ^Shelton, A. (2021). Literacy coaching in secondary settings: Improving intensive instruction for all students. New York, NY: Guilford Press.
Wexler, J., Swanson, E., & *Shelton, A. (in press). Literacy coaching in secondary settings: Improving intensive instruction for all students. New York, NY: Guilford Press.
Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. New York: Guildford Press.
Denton, C. A., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Baltimore: Brookes Publishing.
Bolger, D., Gibson, S., Phillips, C., Wexler, J., Terrell Shockley, E., Turner, J., Ortiz, J., Peterson, M., Bonsignore, E., Newman, R., Uriagereka, J., Gor, K., Littlefield, J., Pearson, S., Slaughter, B., Martin-Beltran, M., Fagan, D., Thompson, E., Baccus, A., Bernstein Ratner, N., Tirrell-Corbin, C., De La Paz, S., Chow, J., MacSwan, J., Rolstad, K., Romeo, R., Taboada Barber, A., Kang, V., & Lewis, S. (2023-2026). Grand Challenges: Maryland Initiative for Literacy & Equity (MILE). Funded by the University of Maryland College Park. $3,472,099. Role: Co-Principal Investigator.
Wexler, J., & Reutebuch, C.K. (2020-2024). Coaching system model for students with disabilities: Adaptive Intervention Model Coaching System (AIM Coaching). Funded by the Office of Special Education Programs. $1,600,000. Role: Principal Investigator.
Wexler, J., Swanson, E., & Roberts, G. R. (2020-2024). Developing an instructional leader adaptive intervention model (AIM) for supporting teachers as they integrate evidence-based adolescent literacy practices school-wide (Project AIM). Funded by the Institute of Education Sciences. $1,400,000. Role: Principal Investigator.
Wexler, J., Kearns, D. K., & Lemons, C. (2015–2018). Improving content area literacy instruction in middle schools. Funded by the Institute of Education Sciences. $1,500,000. Role: Principal Investigator.
Vaughn, S., Wexler, J., Roberts, G. R., & Swanson, E. A. (2015–2019). Adolescent literacy model for students with disabilities: Improving instruction and intervention to enhance reading CFDA 84.326M; technical assistance and dissemination to improve services and results for children with disabilities-model demonstration projects to improve adolescent literacy for students with disabilities in middle and high schools, Grades 6–12. Funded by the Office of Special Education and Rehabilitative Services, Department of Education. $1,600,000 (subcontract from University of Texas at Austin: $728,977). Role: Co-Principal Investigator.
Silverman, R. D., Cummings, K., DeLaPaz, S., Taboada-Barber, A., & Wexler, J. (2015–2020). Preparing practice based researchers with expertise in language and literacy (ProPELL). Funded by the United States Department of Education Office of Special Education Programs (OSEP). $1,249,385. Role: Co-Director.
O’Neal, C., Wexler, J., Wigfield, A., He, X., & Thomas, S. (2014). Grit and literacy among minority students. Funded by the ADVANCE Interdisciplinary and Engaged Research Seed Grant. $19,981. Role: Co-Principal Investigator.
Wexler, J. (2013–2014). Marginalizing students with reading disabilities: I’m a science teacher, not a reading teacher! Funded by the University of Maryland Consortium on Race, Gender, and Ethnicity: Qualitative Research Interest Group. $1,500. Role: Principal Investigator.
Wexler, J. (2013–2014). An investigation of literacy practices in secondary science classrooms. Funded by the Institute for the Study of Exceptional Children and Youth. $10,000. Role: Principal Investigator.
Wexler, J. (2013–2014). The effects of virtual rehearsal in teaching learning Environment (TeachLivE™) on the performance and perceptions of practicing teachers. Funded by the University of Maryland College of Education. $26,818. Role: Principal Investigator.
Wexler, J., Reed, D., & Sturges, K. (2011–2012). An exploration of reading practices being implemented with adolescents in juvenile justice facilities: Charting a course to a system-wide tiered approach. Funded by the University of Maryland College of Education. $15,000. Role: Principal Investigator.
Wexler, J., Vaughn, S., & Roberts, G. (2010–2014). Preventing school dropout with secondary students: The implementation of an individualized reading intervention and dropout prevention intervention. Funded by the Institute of Education Sciences. $2,017,289. Role: Co-Principal Investigator (2010-2011).
Wexler, J., Vaughn, S., & Roberts, G. (2009–2011). Improving student reading skills and behavior in Texas youth commission facilities: A response for request for support for recently passed legislation (Bill No.: Sec. 30.106). Funded by the Texas Youth Commission. $750,000. Role: Co-Principal Investigator.
Wexler, J., Vaughn, S., Roberts, G., Fletcher, J., & Francis, D. (2008–2011). Preventing school dropout with secondary students. Funded by the Greater Texas Foundation. $300,000. Role: Co-Principal Investigator
Selected Courses
EDSP 484/684 Reading and Writing in Special Education II
EDSP 416/616 Reading and Writing in Special Education I
EDSP 850 Intervention Research in Language and Literacy
EDSP 415/615 Assessment in Special Education