Professor and Eady/Hendrick Chair
Graduate School of Education
My research centers on reading acquisition and reading difficulties of students from kindergarten through 8th grade. Most of my work involves development and testing of interventions that can be used in public school to improve the reading skills and comprehension of struggling learners, including students who are English Language Learners and students with disabilities. We monitor what works and for whom, and how to increase the intensity of instruction for students who need learning support.
BRIDGES (Building Reading Interventions Designed for General Education Subjects)
How do poor readers in middle school master the concepts of United States History, which requires reading multisyllabic words, learning new vocabulary, and analyzing history texts and historical documents? The answer has seemed to be: they don’t, or at least not very well.
Faculty in the GSOE, Riverside Unified School District staff and administrators, and UCR doctoral and postdoctoral students are working collaboratively over the next few years to find a way. In our first year, we are teaching 38 eighth grade students who read below a 5th grade equivalent level to break apart multisyllabic words and read them accurately (e.g., constitution, legislative, revolutionary), and to read historical materials that contain these words. We meet weekly with the school’s history teacher experts to identify key concepts and relationships, and develop graphic organizers to display, discuss, and learn history. It’s hard work: our team teaches five small instructional groups daily, 4 days a week from 7:30-2:30 to improve students’ reading skills alongside their learning of history. After school we coordinate with history teachers and then return to the drawing board at the university to improve our instructional methods and prepare materials for the next instructional cycle. Our sample student population is heterogeneous, with approximately half receiving special education services, English Language Learner services, or both.
The research is funded through a 3-year grant from the Institute of Education Sciences and includes Drs. Rollanda O’Connor, Kathleen Bocian, John Wills, Tori Sanchez, and Kristen Beach at UCR, along with Dr. Lindsay Flynn (University of North Carolina) and UCR graduate students Olivia Chan, Sarana Roberts, and Christy Liao.
- Ph.D. Education, Special Education and Reading 1992, University of Washington
- M.Ed. Special Education, High Incidence Disabilities 1978, University of Washington
- B.A. English & Library Science 1971, University of Washington
Rollanda E. O'Connor is Professor and Eady/Hendrick Chair in Learning Disabilities in the Graduate School of Education. Her research focuses on increasing the responsiveness of children to reading interventions in Grades K-4 including the effects of Tier 2 intervention for English Learners across the first five years of reading development, and interventions to improve reading skills of 8th graders with LD and other disabilities.
O’Connor, R.E. & Vadasy, P., Eds. (2011). Handbook of Reading Interventions. New York: Guilford Press.
O'Connor, R.E. (2007). Teaching word recognition: Strategies for students with learning difficulties. Guilford Press.
Vadasy, P.F., Wayne, S.K., O'Connor, R.E., Jenkins, J.R., Pool, K., Firebaugh, M. & Peyton, J. (2005) Sound Partners: A tutoring program in phonics-based early reading. Longmont, CO: Sopris West.
- O'Connor, R.E. Notari-Syverson, A.,& Vadasy, P.F. (2005).Ladders to literacy: A kindergarten activity book, 2nd ed., Paul Brookes.
- O’Connor, R.E., Bocian, K., Beach, K., & Sanchez, T. (in press). Access to a Responsiveness to Intervention model: Does beginning intervention in kindergarten matter? Journal of Learning Disabilities,
- Ayala, S., & O’Connor, R.E. (2013). The Effects of Video Self-modeling on the Decoding Skills of Children. Learning Disabilities Research & Practice, 28, 142-154.
- O’Connor, R.E., Bocian, K.M., Sanchez, V., Beach, K.D., & Flynn, L.J. (2013). Special education in a four-year response to intervention (RtI) environment: Characteristics of students with learning disability and grade of identification. Learning Disabilities Research & Practice, 28, 98-112.
- O’Connor, R.E., Gutierrez, G., Knight-Teague, K., Checca, C.J., Sun, J., & Ho, T. (2013). Variations in practice time reading aloud: 10 versus 20 minutes. Scientific Studies of Reading, 17, 134-162.
- O'Connor, R.E., & Klingner, J.K. (2010). Poor Responders in Responsiveness to Intervention Models. Theory into Practice, 49, 297-304.
- O'Connor, R.E., Swanson, H.L., & Geraghty (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102, 1-19.
- O'Connor, R.E., Bocian, K., Beebe-Frankenberger, M., & Linklater,D. (2010). Responsiveness of students with language difficulties to early intervention in reading. Journal of Special Education, 43, 220-235.