Jade Wexler

Research Interests

Adolescent literacy; Response to Intervention, multi-tiered systems of support for adolescents with and at risk for reading disabilities and behavior disorders, including those in the juvenile justice system; Content area reading strategies; Supplemental intensive reading interventions; Professional development; Literacy coaching and building school-wide models of implementation

Bio

Jade Wexler is an Associate Professor of Special Education at the University of Maryland, College Park. Dr. Wexler is interested in investigating practices to improve reading instruction across the content areas and in the supplemental intervention setting for adolescents with and at risk for reading disabilities and behavior disorders. She is also interested in designing professional development and literacy coaching mechanisms to improve fidelity of implementation.

Dr. Wexler is currently the principal investigator (PI) of an IES funded research project, Project CALI (Content Area Literacy Instruction). Project CALI is a 3 year (2015-2018) development grant aimed at developing a professional development program for middle school co-teachers that improves collaboration between general education (content area) and special education teachers and, ultimately, reading achievement and content knowledge of students with and at risk for disabilities. She is also co-principal investigator (co-PI) of a 4 year (2015-2019) model demonstration project funded by the Office of Special Education Programs (OSEP). PACT Plus is designed to infuse middle school content area classes and supplemental reading classes with evidence-based adolescent literacy practices.

Dr. Wexler has published numerous articles in peer-reviewed journals, as well as two books on adolescent literacy and related topics. She has also delivered many presentations and professional development workshops across the country and abroad and often consults with federally funded centers such as the National Center on Intensive Intervention.

Prior to coming to the University of Maryland, she was a Research Assistant Professor and Dropout Institute co-Director at The University of Texas at Austin Meadows Center for Preventing Educational Risk. Dr. Wexler has directed large-scale intervention studies funded by the Institute of Education Sciences, The Meadows Foundation, and The Greater Texas Foundation. She has also conducted several smaller scale studies in unique settings such as in the juvenile correctional facility and alternative school setting.

She greatly values her partnerships with local school districts and believes it is essential to work together to bridge the research to practice gap. Thus, her work is affiliated with the University of Maryland Language and Literacy Research Center (LLRC), an interdisciplinary center that focuses on language and literacy issues in education. The mission of the LLRC is to create long-term, productive partnerships amongst researchers, students, and educators in order to further develop our understanding and support of language and literacy development and instruction. Finally, Dr. Wexler emphasizes the inclusion of her students in designing and implementing research. Prior to getting her Doctorate, she was a high school special education English and reading teacher in Montgomery County, Maryland. She, therefore, also values all of her practical experience in the field and brings this to her research.

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

2012 - University of Maryland International Travel Award

2010 - School Psychology Review, Outstanding Article of the Year Award

2010 - International Reading Association, The Albert J. Harris Award

Publications

Peer Reviewed Journal Articles

Wexler, J., Reed, D.K. Barton, E.E., ^Mitchell. M., & ^Clancy, E. (in press).
The effects of a peer mediated reading intervention on juvenile offenders’ main idea statements about informational text. Behavioral Disorders, 42(3).

Wexler, J., ^Mitchell, M.A., ^Clancy, E., & Silverman, R.D. (in press).
An investigation of literacy practices in science classrooms. Reading & Writing Quarterly: Overcoming Learning Difficulties.

Swanson, E. A. & Wexler, J. (in press).
Using the common core state standard guidelines to select appropriate text for adolescents with disabilities. Teaching Exceptional Children.

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.

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.

Vaughn, S., Roberts, G., Wexler, J., Vaughn, M. G., Fall, A. M., & Schnackenberg, J. B. (2015).
High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities, 48(5), 546–558.

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.

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.

Wexler, J., Pyle, N., Flower, A., Williams, J., & Cole, H. (2014).
A synthesis of academic interventions for incarcerated adolescents. Review of Educational Research, 84(1), 3-46.

Reed, D.K. & Wexler, J. (2014).
“Our teachers…don’t give us no help, no nothin’”: Juvenile Offenders’ Perceptions of Academic Support. Residential Treatment for Children & Youth, 31(3), 188-218.

Wexler, J. & Pyle, N. (2012).
Dropout prevention and the model-minority stereotype: Reflections from an Asian American high school dropout. Urban Review, 44(5) 551-570.

Kennedy, M. J., & Wexler, J. (2012).
Using the “T” in STEM to improve literacy skills. Teaching Exceptional Children, 45(4). 23-33.

Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C.A., Barth, A. & Fletcher, J. (2012).
Effects of an intensive reading intervention for eighth grade students with persistently inadequate response to intervention, Journal of Learning Disabilities, 45(6), 515-525.

Pyle, N., & Wexler, J. (2012).
Preventing students with disabilities from dropping out. Intervention School & Clinic, 47, 283-289.

Williams, J. L., Wexler, J., Roberts, G., & Carpenter, C. (2011).
Intensive reading instruction in juvenile correctional settings. Exceptionality, 19. 238-251.

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.

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010).
Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 years of Research. Reading and Writing: An Interdisciplinary Journal, 23, 889-912.

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.

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, 79-89.

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.

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M. S., & Kim, A.H. (2006).
A synthesis of spelling, writing, and reading interventions and the effects on the spelling outcomes for students with learning disabilities. Journal of Learning Disabilities, 39. 528-543.

Selected Chapters

Wexler, J., Wanzek, J., & Vaughn, S. (in press).
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. Oxford: The Oxford Press.

Swanson, E.A., 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: The 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. Lanham: The Rowman & Littlefield Publishing Group.

Books

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

Selected Grants & Projects

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 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.

Wexler, J. (2013-2014).
Marginalizing students with reading disabilities:
I’m a science teacher, not a reading teacher! 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.