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Employment (3)

Texas A&M University: College Station, Texas, US

2024 to present | Associate Professor (Department of Educational Psychology)
Employment
Source: Self-asserted source
Florina Erbeli

Texas A&M University: College Station, Texas, US

2018 to 2024 | Assistant Professor (Department of Educational Psychology)
Employment
Source: Self-asserted source
Florina Erbeli

Florida State University: Tallahassee, Florida, US

2015 to 2017 | Postdoctoral Researcher (Florida Center for Reading Research; Department of Psychology)
Employment
Source: Self-asserted source
Florina Erbeli

Professional activities (1)

Society for Scientific Study of Reading: Irvine, CA, US

Membership
Source: Self-asserted source
Florina Erbeli

Funding (3)

Diagnostic identification of language and reading disorders among bilingual learners

2024 to 2029 | Grant
National Institutes of Health (Bethesda, US)
GRANT_NUMBER:

1R01HD114547-01A1
Source: Self-asserted source
Florina Erbeli

Project Success: Supporting Underrepresented Children through Community, Equity-based Instruction, and School-based Supervision of Teachers

2023-10 to 2028-09 | Grant
United States Department of Education (Washington, DC, US)
GRANT_NUMBER:

H325M230040
Source: Self-asserted source
Florina Erbeli

Collaborative Intervention Design: Doctoral Training Program Partnership with Texas A&M University, the University of Tennessee, and the University of Nebraska

2021-07 to 2026-07 | Grant
U.S. Department of Education (Washington, D.C., US)
GRANT_NUMBER:

H325D210073
Source: Self-asserted source
Florina Erbeli

Works (28)

Dysgraphia unwritten: An interview with Dr. Steve Graham

Intervention in School and Clinic
2025-02 | Journal article
Contributors: Megan Bishop; Florina Erbeli
Source: Self-asserted source
Florina Erbeli

A meta-analysis on the optimal cumulative dosage of early phonemic awareness instruction

Scientific Studies of Reading
2024 | Journal article
DOI: 10.1080/10888438.2024.2309386
Contributors: Florina Erbeli; Marianne Rice; Ying Xu; Megan E. Bishop; John Marc Goodrich
Source: Self-asserted source
Florina Erbeli

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math across the elementary and middle school

Contemporary Educational Psychology
2023 | Journal article
DOI: https://doi.org/10.1016/j.cedpsych.2023.102200
Contributors: Qinxin Shi; Florina Erbeli; Marianne Rice; Jonathan Butner
Source: Self-asserted source
Florina Erbeli

Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress – Early Reading

School Psychology
2023 | Journal article
DOI: 10.1037/spq0000549
Contributors: Marianne Rice; Florina Erbeli; Adrea Truckenmiller; Jill Morris
Source: Self-asserted source
Florina Erbeli

Where you live matters: Visualizing environmental effects on reading attainment

Journal of Child Psychology and Psychiatry
2023 | Journal article
DOI: 10.1111/jcpp.13909
Contributors: Jeffrey Shero; Florina Erbeli; Zoe Reed; Rasheda Haughbrook; Oliver Davis; Sara Hart; Jeanette Ella Taylor
Source: Self-asserted source
Florina Erbeli

Advancements in identification and risk prediction of reading disabilities

Scientific Studies of Reading
2023-01-01 | Journal article
DOI: 10.1080/10888438.2022.2146508
Contributors: Florina Erbeli; Richard Wagner
Source: Self-asserted source
Florina Erbeli

Phonemic awareness: Evidence-based instruction for students in need of intervention

Intervention in School and Clinic
2022-09-19 | Journal article
Contributors: Marianne Rice; Florina Erbeli; Kay Wijekumar
Source: Self-asserted source
Florina Erbeli

Exploring the machine learning paradigm in determining risk for reading disability.

Scientific Studies of Reading
2022-08-06 | Journal article
DOI: 10.1080/10888438.2022.2115914
Contributors: Florina Erbeli
Source: Self-asserted source
Florina Erbeli

Phonemic awareness: A meta-analysis for planning effective instruction

Reading Research Quarterly
2022-06-27 | Journal article
DOI: 10.1002/rrq.473
Contributors: Marianne Rice; Florina Erbeli
Source: Self-asserted source
Florina Erbeli

Developmental Trajectories for Literacy and Math Skills from Primary to Secondary School

Journal of Research in Reading
2022-02-09 | Journal article
DOI: 10.1111/1467-9817.12382
Source: Self-asserted source
Florina Erbeli

Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention

Neuroscience and Biobehavioral Reviews
2022-01-15 | Journal article
DOI: https://doi.org/10.1016/j.neubiorev.2021.11.011
Source: Self-asserted source
Florina Erbeli

Reading profiles may not be an informative approach to identify at-risk readers in middle school

Croatian Journal of Education
2022-01-01 | Journal article
DOI: https://doi.org/10.15516/cje.v24i1.4089
Source: Self-asserted source
Florina Erbeli

Simple View of Reading among Slovenian English Foreign Language Learners: A Latent Interaction Modeling Approach

Learning and Individual Differences
2022-01-01 | Journal article
DOI: 10.1016/j.lindif.2020.101958
Source: Self-asserted source
Florina Erbeli

Insights into Dyslexia Genetics Research from the Last Two Decades

Brain Sciences
2021-12 | Journal article | Author
DOI: 10.3390/brainsci12010027
Contributors: Florina Erbeli; Marianne Rice; Silvia Paracchini
Source: check_circle
Multidisciplinary Digital Publishing Institute
grade
Preferred source (of 2)‎

Examining the effects of silent independent reading on reading outcomes: A narrative synthesis review from 2000 to 2020

Reading & Writing Quarterly
2021-05-11 | Journal article
DOI: 10.1080/10573569.2021.1944830
Source: Self-asserted source
Florina Erbeli

No evidence of creative benefit accompanying dyslexia: A meta-analysis

Journal of Learning Disabilities
2021-03-17 | Journal article
DOI: 10.1177/00222194211010350
Source: Self-asserted source
Florina Erbeli

Developmental dynamics between reading and math in elementary school

Developmental Science
2021-01-02 | Journal article
DOI: https://doi.org/10.1111/desc.13004
Source: Self-asserted source
Florina Erbeli

Unraveling the relation between reading comprehension and print exposure

Child Development
2020-09-03 | Journal article
DOI: 10.1111/cdev.13339
Source: Self-asserted source
Florina Erbeli

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence

Journal of Child Psychology and Psychiatry
2020-06-01 | Journal article
DOI: 10.1111/jcpp.13134
Source: Self-asserted source
Florina Erbeli

Pathways to reading competence: Emotional self-regulation, literacy contexts, and embodied learning processes

Reading Psychology
2020-05-08 | Journal article
DOI: https://doi.org/10.1080/02702711.2020.1783145
Source: Self-asserted source
Florina Erbeli

A meta-analytical review of the genetic and environmental correlations between reading and attention-deficit hyperactivity disorder symptoms and reading and math

Scientific Studies of Reading
2020-01-11 | Journal article
DOI: 10.1080/10888438.2019.1631827
Source: Self-asserted source
Florina Erbeli

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status

Journal of Learning Disabilities
2019 | Journal article
DOI: 10.1177/0022219418775116
EID:

2-s2.0-85047434027
Contributors: Erbeli, F.; Hart, S.A.; Taylor, J.
Source: Self-asserted source
Florina Erbeli via Scopus - Elsevier

Using Cholesky decomposition to explore individual differences in longitudinal relations between reading skills

Journal of Visualized Experiments
2019-09-17 | Journal article
DOI: 10.3791/60061
Source: Self-asserted source
Florina Erbeli

Translating research findings in genetics of learning disabilities to special education instruction.

Mind, Brain, and Education
2019-05-08 | Journal article
DOI: 10.1111/MBE.12196
Source: Self-asserted source
Florina Erbeli

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

Scientific Studies of Reading
2018 | Journal article
DOI: 10.1080/10888438.2017.1407321
EID:

2-s2.0-85036643449
Source: Self-asserted source
Florina Erbeli
grade
Preferred source (of 2)‎

Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study

Child Development
2018 | Journal article
DOI: 10.1111/cdev.12853
EID:

2-s2.0-85020072819
Contributors: Erbeli, F.; Hart, S.A.; Taylor, J.
Source: Self-asserted source
Florina Erbeli via Scopus - Elsevier

The effects of genetic and environmental factors on writing development

Learning and Individual Differences
2017 | Journal article
DOI: 10.1016/j.lindif.2017.08.005
EID:

2-s2.0-85028306648
Contributors: Erbeli, F.; Hart, S.A.; Kim, Y.-S.G.; Taylor, J.
Source: Self-asserted source
Florina Erbeli via Scopus - Elsevier

Reading ability, reading fluency and orthographic skills: The case of L1 Slovene english as a foreign language students,Bralna spretnost, tekočnost branja in pravopisne spretnosti pri tujem jeziku - Angleščini - Pri Slovenskih učencih

Center for Educational Policy Studies Journal
2012 | Journal article
EID:

2-s2.0-84896940133
Contributors: Erbeli, F.; Pižorn, K.
Source: Self-asserted source
Florina Erbeli via Scopus - Elsevier
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