The Texas Instruments Endowed Chair of Reading and Director of the
Institute for Reading Research at Southern Methodist University in
Dallas, Texas. A former classroom and reading teacher who received
her Ph.D. in 1992 from Peabody College of Vanderbilt University in
Education and Human Development, Dr. Mathes has served on the
faculties of Developmental Pediatrics at the University of
Texas—Houston Medical School, the College of Education at Florida
State University, and Peabody College for Teachers at Vanderbilt
University.
Since 1991, Patricia has been conducting large-scale
classroom-based reading intervention research with funding from
multiple sources, including the U.S. Office of Education, the
National Institute of Child Health and Human Development, and the
National Science Foundation, as well as state agencies. Author of
numerous articles, chapters, books, and curricular materials
related to learning and reading disabilities, accommodating
academic diversity, and best practices for struggling readers.
Serves on the editorial boards of several scholarly journals and
provides nationwide teacher and staff development focused on
translating research into practice. Awards and recognition
include:
The Interpretive Scholarship Award from the American Educational
Research Association in 2002 The Distinguished Early Career
Researcher award from the Council for Exceptional Children in
2001
The Robert M. Gagne Professor of Psychology and Education at
Florida State University and also the Director of the Florida
Center for Reading Research, Dr. Torgesen received his Ph.D. in
Developmental and Clinical Psychology from the University of
Michigan in 1976. For the past 15 years, Dr. Torgesen's work has
focused specifically in the area of reading and reading
interventions.
Co-published with Dr. Richard Wagner a series of longitudinal
studies tracking the influence of phonological language abilities
on the development of reading skills in a sample of 250 children,
from which grew the Comprehensive Test of Phonological Processes
and the Test of Word Reading Efficiency, tests widely used in the
diagnosis of reading difficulties in children aged 6 and up. With
support from the National Institute of Child Health and Human
Development, recent work has focused on programmatic studies of
methods to prevent reading disabilities in young children and to
remediate reading difficulties in older children. Research has
demonstrated the feasibility of preventing the emergence of reading
problems through the timely application of appropriately focused
early interventions. Serves on the editorial boards of six research
journals, on the professional advisory board for the National
Center for Learning Disabilities, as chairman of the Scientific
Advisory board of the Haan Foundation for Children, and on the
scientific advisory board for the International Dyslexia
Association. Other recent service includes the Commission on the
Study of Children with Developmental Delays for the state of
Florida and the Learning Disabilities Planning Group, Office of
Special Education Programs, U.S. Office of Education. Awards and
recognitions include:
The Samuel A. Kirk Award for exemplary research publication from
the Division of Learning Disabilities of the Council for
Exceptional Children (received twice) The Distinguished Research
Career Award from the American Educational Research Association The
Sylvia O. Richardson Award for service to individuals with learning
disabilities and dyslexia from the Florida Branch of the
International Dyslexia Association Gave the T. R. Miles lecture on
dyslexia at the Bangor Dyslexia Conference in Wales in July 2003
Recently delivered the Samuel T. Orton Lecture at meetings of the
International Dyslexia Association
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