CURRICULUM VITAE
CHRISTOPHER SCHATSCHNEIDER
August 2004
EDUCATION:
Post
Doctorate
1997
University of Houston
Ph.D.
1995
Case Western Reserve University
M.A.
1993
Case Western Reserve University
B.A.
1988
Case Western Reserve University
PROFESSIONAL HISTORY:
Associate Professor, Florida State
University, 2002 - present
Member, Florida Center
for
Reading Research, 2002 - present
Member,
National Early Literacy
Panel. 2002 - present
Founding
Member, Texas Institute for
Measurement, Evaluation, and Statistics. 1999-2002.
Visiting
and
Research Associate Professor, University of Houston.
2001-2002.
Research Assistant Professor,
University of Houston. September, 1997 to July 2001.
Grant
Review Panel Member, National Institute for
Child Health and Human Development (NICHD), 2003.
Grant
Review Panel Member, Interagency Educational
Research Initiative (IERI). 2000, 2001.
Grant
Review Panel Member, Office of Educational
Research Initiatives, 2002.
Co-Principal
Investigator. Evaluating the
Effectiveness of
Preschool Literacy Curriculum for Children At-Risk. Institute of
Education Sciences,
Principal Investigator ChrisLonigan
at Florida State University. (2003-2007; $1,675,654 total costs).
Co-Principal
Investigator. Understanding/Preventing
Math Problem-Solving Disability. NICHD, Principal
Investigator,
Lynn Fuchs at
Vanderbilt
University.
The total dollar
amount is $3,306,302 over 5
years. The subcontract to FSU is $184,043. (2003
– 2007).
Co-Principal Investigator,
Phase I Early Reading Intervention
Study: Getting Ready for Scale-up. IERI, Principal
Investigator, Benita Blachman
at
Syracuse
University. The total dollar amount is $999,985 over 2
years. The subcontract to FSU is 31,204. (2003-2005).
Co-Principal Investigator,
Influences on early reading: A twin
study. NICHD, Principal Investigator, Steve
Petrill. Total dollar amount is 4.2
million
dollars. Amount
subcontracted
to Florida State University is $110,322 over 4 years. (2002-2006).
Co-Principal
Investigator, Preventing
Reading Difficulty in Young Children. IERI, Principal
Investigator, Donna Scanlon. Total Project Amount is
9.2 million
dollars. Amount subcontracted to Florida State University is
$620,486. (2001-2006).
Principal Investigator, Oracy/Literacy development in
Spanish-speaking children Program Project. NICHD-P01,
Principal Investigator of the
methodology
and statistical core. Program
Project Principal Investigator, David Francis. Total
Program Project Amount – 14.8 million dollars. (2000 – 2002).
Co-Principal Investigator, Early Interventions for Children with
Reading
Problems. NICHD-HD 30995. Principal Investigator, Barbara
Foorman.
1997-2002.
Co-Principal Investigator, Early Development of Reading Skills:
A Cognitive
Neuroscience Approach. IERI, Principal
Investigator, Jack<>
Fletcher.
1999
-2002.
Postdoctoral
Fellow, National
Institute of Maternal and Child Health Grant HD28172-03 titled “Early
interventions
for children with reading
problems”, awarded
to B. Foorman;
and National Institute of Maternal and Child Health Grant HD21888
titled “Psycholinguistic and biological mechanisms of dyslexia” awarded
to B. Shaywitz, 1995 - 1997.
Research
Associate, National
Institute of Maternal and Child Health
Grant MCJ- 390611-03 “Recovery from Traumatic Brain Injury”, awarded to
H.Gerry Taylor,
1994-1995.
Predoctoral Fellow, National
Institute of Child Health and Human
Development Mental Retardation Training Grant HD07176, 1990-1994.
Project Coordinator, National
Institute of Health Grant HD20641 “School Age Consequences of
Haemophilus Influenza Type b Meningitis”, awarded
to H.Gerry
Taylor, 1998-1990
Assistant Director, Case
Western Reserve Psychology Department Computer
Facilities, 1991-1994
Statistical Consultant,
Department of General Academic Pediatrics, Rainbow Babies and
Children’s
Hospital, 1990-1995
Editorial Board,
Journal of Learning Disabilities,
2003, 2004
Ad Hoc Reviewer,
Intelligence, 1993, 2002
Scientific Studies of Reading,
1997, 2001, 2003
American Educational Research
Journal, 1999
Psychological Methods, 1999,
2000, 2001, 2002
Contemporary Educational
Psychology, 2002
Journal of Speech, Language,
and Hearing Research, 2002
Journal of
Educational Psychology, 2003, 2004(2).
Reading and Writing: An Interdisciplinary
Journal, 2003.
Exceptional
Child, 2003, 2004(2).
Journal of
Learning Disabilities, 2003, 2004(2).
Applied
Psycholinguistics, 2004.
Psychological
Assessment, 2004.
TEACHING
EXPERIENCE:
Lecturer, Research Design and
Analysis (Multiple Regression and the General Linear Model – Graduate
course),
Spring 2002, Spring 2003,
Spring
2004
Lecturer, Research Design and
Analysis (Probability Theory, ANOVA – Graduate course), Spring
2001, Fall 2001.
Lecturer, Clinical Assessment
I (Psychometric Theory - Graduate), Fall 2000, Fall
2001.
Adjunct Lecturer, Appointment
made in Spring of 1995 for Child Psychology (Undergraduate).
Instructor, Child Psychology
(Undergraduate) , Fall 1992, Fall 1994.
PUBLICATIONS:
(*=refereed
journal)
*
Schmidt, N. B., Salas, D., Bernert, R., & Schatschneider, C. (in
press).Diagnosing
agoraphobia in the context of panic disorder: Examining the effect
of DSM-IV
criteria on diagnostic decision-making. Behaviour Research and Therapy.
*
Blachman,
B. & Schatschneider, C, Fletcher, J.M, Francis, D.J., Clonan,
S., Shaywitz, B.A., & Shaywitz,
S.E. (2004). Effects of Intensive Reading
Remediation
for Second and Third Graders and a One
Year Follow-Up. Journal of
Educational Psychology, 96,
444-461.
*Mathes,
P.G., Denton, C.A., Fletcher, J.M., Anthony, J., Francis, D.J., &
Schatschneider, C.
(in press). The effects of theoretically different
instruction
and student
characteristics on the skills of struggling readers.
Reading Research Quarterly.
*
Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C., &
Foorman, B.R. (2004)
Kindergarten prediction of reading skills: A longitudinal
comparative
analysis.
Journal of Educational Psychology, 96, 265-282.
*
Speece,
D.L., Ritchey, K.D., Cooper, D.H., Roth, F.P., & Schatschneider, C.
(2004). Growth in early reading skills from
kindergarten to third
grade.
Contemporary Educational Psychology,
29, 312-332.
Vellutino,
F. & Schatschneider, C. (2004). Experimental and
Quasi-Experimental
Design in Literacy Research. In N. Duke & M. Mallette (Eds.)
Literacy Research
Methodologies (pp.114-148).
New York: Guilford
Press.
Foorman,
B.F. & Schatschneider, C. (2003). Measuring teaching practice
during reading/language arts instruction and its relation to student
achievement.
In S. Vaugn
& K.L. Briggs (Eds.). Systems
for Observing
Teaching and Learning (pp. 1-30). Baltimore, MD: Brookes
Publishing,
Blachman,
B.A., Schatschneider, C., Fletcher, J.M., & Clonan,
S.M. (2003). Early reading
intervention: A classroom prevention study and a
remediation
study.
In, B.R. Foorman (Ed.).
Preventing and remediating reading
difficulties: Bringing science to scale. Timonium,
MD:
York Press.
*
Cooper, D.H., Roth, F.P., Speece, D.L., and Schatschneider, C.
(2002). The contribution of oral language skills to the
development of
phonological
awareness.
Applied
Psycholinguistics, 23(3), 399-416.
*
Fletcher, J.M., Foorman, B.F., Boudousquie, A.,
Barnes, M.A., Schatschneider, C. & Francis,
D.J. (2002). Assessment of reading and learning
disabilities:
A
research-based, intervention-oriented approach. Journal of School
Psychology, 40, 27-63.
*
Schatschneider,
C., Carlson, C.D. Francis, D.J., Foorman, B.R.,
& Fletcher, J.M.(2002) Relationship of Rapid
Automatized Naming and
Phonological Awareness
in Early Reading Development: Implications for
the Double Deficit
Hypothesis. Journal of Learning
Disabilities, 35, 245-256.
*
Taylor, H.G., Schatschneider, C., & Minich, N.M. (2000).
Longitudinal outcomes of Haemophilus
Influenzae meningitis in school-age children.
Neuropsychology, 14,
509-518.
*
Taylor, H.G., Anselmo, M.,
Foreman, A., Schatschneider, C. & Angelopoulos, J. (2000).
Utility of kindergarten teacher judgments in identifying
early
learning
problems. Journal of Learning
Disabilities, 33, 200-210.
Francis,
D.J., Schatschneider, C., & Carlson, C.D. (2000).
Introduction to individual
growth curve analysis. In D. Drotar
(Ed.), Handbook of
Research in Pediatric and
Clinical Child Psychology.
New York: Plenum
*
Schatschneider, C.,
Francis, D.J., Foorman, B.F., Fletcher, J.M., &
Mehta, P. (1999). The dimensionality of phonological awareness:
An
application
of item
response theory. Journal of
Educational Psychology,
91, 467-478.
*
Drotar,
D., Olness, K., Wiznitzer,
M., Schatschneider, C., Marum, L., Guay, L., Fagan, J., Hom, D.,
Svilar,
G., Ndugwa, C., & Mayengo, R.K.
(1999).
Neurodevelopmental
outcomes of Ugandan infants with HIV infection: An application of
growth
curve analysis. Health
Psychology, 18(2), 114-121.
* Taylor,
H.G., M., Klein, N., Schatschneider, C., & Hack,
M. (1998). Predictors of early school age outcomes in very low
birth
weight children.
Journal of Developmental and
Behavioral
Pediatrics, 19, 1-9.
* Taylor,
H.G., Schatschneider, C., Watters, G.V., Mills,
E.L., Gold, R., MacDonald, N., & Michaels, R.H. (1998).
Acute
phase neurologic
complications
of Haemophilus Influenzae
Type b meningitis: Association with
developmental problems at school age. Journal of Child Neurology,
13, 113-119.
*
Foorman,
B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., &
Mehta, P. (1998). The role of instruction in
learning to read: Preventing reading
failure in at-risk children. Journal of
Educational Psychology, 90, 1-19.
Fletcher,
J.M., Foorman, B.R., Francis, D.J., &
Schatschneider, C. (1997). Prevention of reading failure. Insight,
22-23.
Foorman,
B.R., & Schatschneider, C. (1997). Beyond alphabetic
reading: Comments on Torgesen’s prevention and intervention
studies.
Journal of
Academic Language Therapy, 1(1), 59-65.
* Yeates,
K.O., Taylor, H.G., Drotar, D., Wade,
S.L., Klein, S., Stancin, T. & Schatschneider, C.
(1997). Preinjury family environment as a
determinant
of recovery from
traumatic
brain injuries in
school-age children. Journal
of the International
Neuropsychological Society, 3, 617-630.
*
Foorman,
B.R., Francis, D.F., Winikates, D., Mehta, P.,
Schatschneider, C., & Fletcher, J.M. (1997). Early
interventions for children with reading
disabilities.
Scientific Studies of Reading, 1(3),
255-276.
*
Taylor, H.G., Schatschneider, C., Petrill, S., Barry, C.T.,
& Owens, C. (1996). Executive dysfunction in children with
early
brain disease: Outcomes
post Haemophilus
Influenza
meningitis. Developmental
Neuropsychology,
12(1), 35-51.
* Taylor,
H.G., Hack, M., Klein, N., & Schatschneider, C.
(1995). Achievement in children with birthweights
less than 750 grams with normal
cognitive abilities: Evidence for
specific
learning
disabilities. Journal of
Pediatric Psychology, 20(6), 703-719.
* Hack,
M., Taylor, H.G., Klein, N., Eiben,
R., Schatschneider, C., & Mecuri-Minich, N.
(1994). School-age outcome of a regional cohort of
<750gm
birthweight
children. New
England Journal of Medicine, 331(12), 753-759.
* Taylor,
H.G., Barry, C.T., & Schatschneider, C.
(1993). School-age consequences of
Haemophilus
Influenzae Type b meningitis.
Journal of
Clinical Child Psychology, 22(2),
196-206.
* Short,
E.J., Basili, L.A.,
& Schatschneider, C.W. (1993). Analysis of humor skills
among elementary school students: Comparisons of children with
and
without intellectual
handicaps. American Journal of
Mental Retardation, 98(1),
63-73.
* Short,
E.J., Schatschneider,
C.W., & Freibert, S.E. (1993). Relationship
between memory and metacognitive
performance: A comparison of
specific and general strategy
knowledge. Journal of
Educational
Psychology, 22(2), 1-12.
*
Taylor, H.G., & Schatschneider, C. (1992). Academic
achievement following childhood brain disease: Implications for
the
concept of learning
disabilities.
Journal of Learning Disabilities, 25,
630-638.
*
Taylor, H.G., & Schatschneider, C. (1992). Child
neuropsychological assessments: A test of basic
assumptions.
The Clinical Neuropsychologist,
6(3), 259-275.
Taylor,
H.G., & Schatschneider, C.,
& Rich, D. (1991). Sequelae of Haemophilus Influenzae
meningitis: Implications for the study of brain disease.
In
M.G. Tramontana
& S.R.
Hooper (Eds.), Advances in Child
Neuropsychology, Vol I. New York: Springer-Verlag.
Short,
E.J., Schatschneider, C.W., Freibert, S.E. (1991). The inactive
learner hypothesis: Myth or
reality? In N. Singh (Ed.), Cognitive
Strategy
Research
on Learning Disabilities. New
York: Springer-Verlag.
* Short,
E.J.,
Schatschneider, C.W., Cuddy, C.A., Evans, S.W., Dellick, D.M., &
Basili, L.A. (1991). The effects of thinking aloud on
problem
solving performance of bright,
average, learning disabled, and developmentally handicapped
students. Contemporary
Educational Psychology, 16, 139-153.
*
Short, E.J., Evans, S.W., Freibert, S.E., & Schatschneider, C.W.
(1991).
Thinking aloud during problem solving: Facilitation effects. Learning and
Individual
Differences, 3, 109-122.
Short,
E.J., Cuddy, C.A., Freibert,
S.E., & Schatschneider, C.W. (1990). The diagnostic and
educational utility of
thinking aloud during problem
solving. In
H.L. Swanson
and B. Keogh (Eds.), Learning
Disabilities: Theoretical and Research Issues. Hillsdale,
NJ:
Lawrence Erlbaum Associates.
WORK UNDER REVIEW:
Schatschneider,
C.
& Torgesen, J.K. Using
our current understanding of dyslexia to support early identification
and
intervention. Child Neurology.
Foorman,
B.R., Schatschneider, C., Fletcher, J.M., &
Francis, D.J. The Impact of Instructional Practices in
Grades 1 and 2 on Reading and Spelling
Achievement
in High
Poverty Schools.
Hoyt,
B., Massman,
P.A., & Schatschneider, C. Individual Growth Curve Analysis of APOE
E4 Associated Cognitive Decline in AD.
Coleman,
J.C., Paul, G.L., & Schatschneider, C. The impact
of attention received by psychiatric patients on demographic predictors
and
outcomes.
PRESENTATIONS:
Schatschneider,
C.
(July, 2004). The analysis of change. Keynote address given
at the 14th Annual Office of Special
Education Programs (OSEP)
Research Meeting,
Washington DC.
Schatschneider,
C.
(July, 2004). Growth curve analysis using SPSS.
Breakout session given at the 14th Annual Office of Special
Education Programs
(OSEP)
Research Meeting, Washington DC.
Schatschneider,
C.
(June, 2004). Identifying effective programs and interventions on
skills
and abilities linked to later outcomes in reading, writing, and
spelling.
Presented at Head Starts’s 7th National
Research Conference, Washington DC.
Schatschneider,
C.
(June, 2004). The National Early Literacy Panel Report.
Presented at the National Association for the Education of Young
Children’s
Annual
Conference, Baltimore, MD .
Schatschneider,
C.
(May, 2004). The National Early Literacy Panel Report.
Paper Presentation at the International Reading Association
Conference.
Reno, NV.
Schatschneider,
C., Torgesen, J., Wagner, R.K., Buck, J., Powell-Smith
(February, 2004).
Understanding
Individual
Differences in Performance on a “High Stakes” measure of Reading Comprehension
in Grades 3,7, and 10. Paper
Presentation at the 12th Annual Pacific Coast Researcg Conference, San
Diego, California.
Schatschneider,
C., Torgesen, J., Wagner, R.K., Buck, J., Powell-Smith
(February, 2004).
The
Importance of Vocabulary
Knowledge in the Prediction of Reading Comprehension: A Study of Third,
Seventh, and Tenth Grade Students. Invited Presentation
at the Conference on Vocabulary and Reading. Captiva, FL.
Schatschneider,
C. (November,
2003). The Development of Naming Speed and its
Predictive Utility in Early Readers. Invited
Presentation at the 54th
Annual Meeting of
the International
Dyslexia Association. San Diego, CA.
Schatschneider,
C. (August, 2003). Meta-Analysis of correlational
data.
Invited Presentation at the Center for Applied Linguistics.
Washington, DC.
Schatschneider,
C.
(June, 2003). The National Early Literacy Panel Report.
Presentation at the National Association for the Education of
Young
Schatschneider,
C. (February,
2003). Experimental and quasi-experimental designs in
literacy
research: Why we do the things we do. Invited
Presentation
at the Inter-agency
Educational Research Initiative
(IERI) grant workshop. Washington, DC.
Schatschneider,
C., Olson,
N., Nuttall, M. & Francis, D.J. (February,
2003). Context in Prediction: A Bayesian Approach.
Paper Presentation at the
11th Annual
Pacific Coast Research Conference, San Diego, California.
Schatschneider,
C., Olson, N., Nuttall, M. & Francis, D.J.
(2002). The
Trivariate Relationship between Naming Speed,
Phonological Awareness, and
Early Reading. Paper Presentation at the
10th Annual Pacific Coast Research Conference, San Diego, California.
Schatschneider,
C., Chen, D., Carlson, C.D. & Francis, D.F. (August,
2000). The relationship of rapid automatic naming to early
reading
problems:
When does
rapid naming become RAN? Paper presented at the
Annual Meeting of the American Psychological Association, Washington,
DC.
Blachman,
B.A., Fletcher, J.M., & Schatschneider, C.
(July, 2000). Reading treatment success: What factors make
a
difference? Paper presented at
the Annual
meeting of the Society for the
Scientific Study of Reading, Stockholm, Sweden.
Schatschneider,
C., Carlson,
C.D., Francis, D.F. (April, 2000). The relationship
between rapid automized naming and phonological
awareness in the
prediction
of early reading skills. Double Deficit or Curvilinear
Relationship? Paper presented
at the Annual Meeting of the American Educational Research Association,
New Orleans, LA.
Speece,
D.L., Cooper, D.H., Roth,
F.P., & Schatschneider, C. (April, 2000). The role
of oral language in the growth of early reading and
phonological
awareness
skills. Paper presented at the Annual Meeting of the American
Educational Research Association, New Orleans, LA.
Chen,
D., Francis, D.F., Foorman, B.R., Wristers, K.J.,
Schatschneider, C., & Carlson, C.D. (June,
1999). Sequencing reading curricula in grades 1
and
2: Application
of segmented growth models to longitudinal cross-over trials.
Paper
presented at the Western North American Region of the International
Biometric
Society and The Institute of Mathematical Statistics
Seattle, WA.
Schatschneider,
C., Francis,
D.J., Foorman, B.F., & Fletcher, J.M., (April,
1998). Phonological awareness: What is it and how much is
enough?
Paper presented
at the Society of the Scientific Study of
Reading, San Diego, CA.
Foorman,
B. R., Francis, D.J., Fletcher, Schatschneider, C.,
& Carlson, C. (April, 1998). Manipulating
phonological awareness within kindergarten
programs that vary
in explicitness of code instruction. Paper presented at the annual
meeting of the Society for the Scientific Study of Reading (SSSR) in
San Diego, CA,.
Foorman,
BR., Francis, D.J., Schatschneider, C., Wininkates,
D., Rana, P., Fletcher, J.M., (March,
1997). The role of instruction in learning to read:
Preventing reading failure
in at risk
children. Paper presented at the Annual Meeting of the American
Educational Research Association, Chicago, IL.
Schatschneider,
C., Taylor, H.G., & Short, E.J. (March, 1995). The
relationship between phonological processing and early reading
skills. Presented
at the Biennial Meeting of
the Society for Research
in Child Development, Indianapolis, IN.
Petrill,
S.A., & Schatschneider, C. (March, 1994). Intelligence is
important to the definition of learning disabilities.
Presented at the 27th Annual
Meeting
of the Gatlinburg
Conference on Research and
Theory in Mental Retardation and Developmental Disabilities,
Gatlinburg, TN.
Schatschneider,
C.
(May, 1993). The cost of dichotomizing continuous predictors to
test for
interaction effects: Results from a Monte Carlo
simulation.
Presented at
the Midwestern
Psychological Association Meeting, Chicago, IL.
Schatschneider,
C.
(Nov, 1992). The use of hierarchical linear models to
assess change in multipanel datasets.
Invited paper presentation at Rainbow
Babies and Childrens Hosptital
Pediatric Research Group, Cleveland, OH.
Taylor,
H.G. & Schatschneider, C. (Feb.1992). Developmental change
following Haemophilus Influenzae
meningitis. Paper presented at the
International
Neuropsychological
Society, San Diego, CA.
Taylor,
H.G., Rich, D., &
Schatschneider, C. (Feb. 1991).
Neuropsychological correlates of
early learning failure. Paper presented at the
International
Neuropsychological
Society, San Antonio, TX.
Taylor,
H.G. & Schatschneider, (Oct. 1991).
Factors relating to growth in academic achievement: Findings
from an neuropsychological study of
children
at risk. Paper
presented at the International Academy for Research in Learning
Disabilities, Cincinnati, OH.
Short,
E.J., Schatschneider,
C.W., Basili, L.A., & Cuddy, C.A. (April, 1989).
Can students compensate for
problem solving deficits using
metacognitive
and motivational
performance? Presented at the Biennial Meeting of the Society
for Research
in Child Development, Kansas City, MO.
Short,
E.J., Schatschneider,
C.W., Basili, L.A., & Cuddy, C.A. (March, 1989). The
role of attributional processes in problem
solving performance.
Presented
at the 22nd Annual
Meeting of the
Gatlinburg Conference on Research and Theory in Mental Retardation
and
Developmental Disabilities, Gatlinburg, TN.