Jade Wexler

Research Interests

Reading, adolescents with reading difficulties and disabilities in the content-area (i.e., English language arts, social studies, science) and supplemental intensive intervention setting, multi-tiered systems of support, professional development and coaching for instructional leaders (e.g., literacy coaches) and teachers

Bio

Jade Wexler is an Associate Professor of Special Education at the University of Maryland, College Park. In collaboration with members from her lab, the Adolescent Literacy and Professional Development Lab, her current research focuses on developing and evaluating

reading interventions to support adolescents with reading difficulties and disabilities in the content-area and supplemental intensive intervention settings, and
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 published more than 45 articles in peer-reviewed journals and is the co-author of three books focused on adolescent literacy. She has also published numerous teacher-focused practice guides. Wexler presents frequently at conferences and consults often with school districts and federally funded centers (e.g., the National Center for Intensive Intervention). She serves on several editorial boards such as Reading Research Quarterly, Learning Disability Quarterly, and Teaching Exceptional Children.

Dr. Wexler has directed large-scale studies 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), The Meadows Foundation, and The Greater Texas Foundation. She has conducted studies in public schools and public charter schools as well as juvenile correctional facilities and other 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 goal of AIM Coaching is to help provide instructional leaders with a literacy coaching model that they can use to support teachers' implementation of evidence-based literacy practices to build a school-wide adolescent literacy model. Work on the Adaptive Intervention Model Coaching, or AIM Coaching, is supported by $1.4 million from the U.S. Department of Education Institute of Education Sciences (IES) and $1.6 million from the U.S. Department of Education Office of Special Education Programs (OSEP). With the support of an IES Development and Innovation grant, the researchers will refine and rigorously evaluate AIM Coaching, along with their collaborators at UT Austin. While AIM Coaching is being fully refined and evaluated through the IES grant, the researchers also plan to study its use in schools under routine conditions, outside of a highly controlled experimental setting, with the support of the OSEP grant (for more information on the grants please see https://education.umd.edu/research-college/labs/adolescent-literacy-professional-development-lab). Also as co-PI of PACT Plus, a model demonstration project funded by OSEP, she provides professional development and coaching for middle school teachers to support the development of school-wide adolescent literacy models (see https://www.meadowscenter.org/projects/detail/pact-plus).

Wexler greatly values the inclusion of her students in designing and implementing research. With a focus on bridging research to practice, she also greatly values the partnerships she has formed with school district administrators and teachers. In addition, as a former high school special education English and reading special education teacher in Maryland, she aims to bring her practical experience in the field to her research.

Finally, at UMD, she is the co-director, together with Ana Taboada Barber, of the Language and Literacy Research Center (LLRC; see https://education.umd.edu/research/centers/llrc) which aims to promote collaborative research among experts and students interested in literacy and language within the College of Education and local education agencies.

Fellowships

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

Honors & Awards

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

Publications

Selected Publications

Peer Reviewed Journal Articles

*denotes student or post-doc advisee

Wexler, J., Swanson, E., Kurz, L., *Shelton, A., & Vaughn, S. (in press). 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. (in press). 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., *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.

Chapters

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. (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.

Grants & Projects

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

Courses

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