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Robert Schwartz, Ph.D.

Research interests:

Dr. Schwartz has a long history of research and publications on learning and instruction related to early literacy, vocabulary, comprehension, professional development, and response to intervention.

Past research activities/experience:

Dr. Schwartz is currently serving as research consultant for the Reading Recovery Council of North America. He is past president of the Council and has served for many years as chair of the North American Trainers Group’s Research Committee. His early intervention article, published in the Journal of Educational Psychology, was one of only 27 clinical trials of beginning reading programs to meet the What Works Clearinghouse criteria, without reservations, out of 887 studies reviewed for their 2007 Beginning Reading Report.

Selected Publications:

Schwartz, R. M., & Gallant, P. (2011). The role of self-monitoring in initial word recognition learning. In C. Wyatt-Smith, J. Elkins & S. Gunn (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy. Springer.

Schwartz, R. M., Schmitt, M. C., & Lose, M. K. (2012). The effect of teacher-student ratio on early intervention outcomes. The Elementary School Journal, 112(4), 547-567.

Schwartz, R. M. (2005). Literacy learning of at-risk first grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97, 257-267.

Schwartz, R. M. (2005). Decisions, decisions: Responding to primary students during guided reading. The Reading Teacher. 58, 436-443.

Schwartz, R. M., Hobsbaum, A., Briggs, C., & Scull, J. (2009). Reading Recovery and evidence-based practice: A response to Reynolds and Wheldall (2007). International Journal of Disability, Development and Education, 56(1), 5-15.

Schwartz, R. M. (2009). Reading Recovery Research in North America. In B. Watson & B. J. Askew (Eds.), Boundless Horizons: Marie Clay's Search for the Possible in Children's Literacy (pp. 162-189). Rosedale, New Zealand: Heinemann.

Schwartz, R., & Gallant, P. (2009). Literacy learning and instruction: In search of complexity. Journal of Reading Recovery, 8(2), 61-65.

Schwartz, R. M. (1997). Self-monitoring in beginning reading. The Reading Teacher, 51 (1), 40-48.

Workshops, In-Service Institutes, and Community Events:

  • Early Intervention
  • Professional Development 
  • Early Literacy Learning and Instruction
  • Vocabulary Instruction

Contact: rschwart@oakland.edu

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