Dr. Eric Oslund

Chairperson: Department of Elementary and Special Education

Dr.  Eric Oslund
615-904-8006
Room 314, College of Education Building (COE)
MTSU Box 69, Murfreesboro, TN 37132

Degree Information

  • PHD, Texas A&M University (2012)
  • MA, West Texas A&M University (2008)
  • BS, California Polytechnic State University (2000)

Biography

Dr. Oslund completed his undergraduate work at California Polytechnic State University.  He earned his Master’s degree in School Psychology from West Texas A&M University.  After working in a K-12 setting for several years, he earned his Ph.D. from Texas A&M University.  Upon graduating, he completed a two-year fellowship at the Meadows Center for Preventing Educational Risk at the University of Texas. 

Publications

Recent Publications:

Oslund, E.L., Elleman, A.M., & Wallace, P.K. (accepted for publication). Factors related to data-based decision making: Examining experience, professional development, and the mediating effect of confidence on teacher graph literacy.  Journal of Learning Disabilities.

Clemens, N.H., Oslund, E.L., Kwok, O., Fogarty, M., Simmons, D.C.  & Davis, J.L. (2019).  Skill moderators of the effects of a reading comprehension interventi...

Read More »

Recent Publications:

Oslund, E.L., Elleman, A.M., & Wallace, P.K. (accepted for publication). Factors related to data-based decision making: Examining experience, professional development, and the mediating effect of confidence on teacher graph literacy.  Journal of Learning Disabilities.

Clemens, N.H., Oslund, E.L., Kwok, O., Fogarty, M., Simmons, D.C.  & Davis, J.L. (2019).  Skill moderators of the effects of a reading comprehension intervention?  Exceptional Children, 85, 197-211. DOI: 10.1177/0014402918787339

Rollins, A., Oslund, E.L., Wallace, K., & Li, D. (2019).  Statistical methods and reporting in the study of dyslexia.  Dyslexia, 25, 103-112. DOI: 10.1002/dys.1602

Oslund, E.L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A, Kwok, O., & Coyne, M. D. (2018).  The predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at-risk of reading difficulty.  Journal of Learning Disabilities.  

Oslund, E.L., Clemens, N.H., Simmons, D.C., Smith, S., & Simmons, L.E. (2016).  How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences¸ 45, 159-165.  DOI:10.1016/j.lindif.2015.11.013

 

« Read Less

Presentations

Selected Presentations:

Oslund, E. L., Elleman, A.M., Wallace, K., & Kim, J.. (July, 2019) Using quantile regression to examine teacher confidence and graph literacy in data-based decision making.  Presentation at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Canada.

Oslund, E.L., Elleman, A.M., Wallace, K.P., & Kim, J. (February, 2019). The impact of pre-service training, professional development, and experience on t...

Read More »

Selected Presentations:

Oslund, E. L., Elleman, A.M., Wallace, K., & Kim, J.. (July, 2019) Using quantile regression to examine teacher confidence and graph literacy in data-based decision making.  Presentation at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Canada.

Oslund, E.L., Elleman, A.M., Wallace, K.P., & Kim, J. (February, 2019). The impact of pre-service training, professional development, and experience on teachers’ graph literacy.  Presentation at the Pacific Coast Research Conference, San Diego, California.

Oslund, E.L., Elleman, A., & Wallace, K. (June, 2018).  RTI use, graph literacy and scoring: A preliminary examination.  Data-based Decision Making in Education, Leiden, Netherlands.

Oslund, E.L. (2017).  Adolescent reading comprehension: Research, practices, and interventions. Presentation at Middle Tennessee State University Literacy Conference, Murfreesboro, TN. 

Oslund, E.L., Odegard, T., Elleman, A. (2017).  Reading achievement differences among latent classes of struggling elementary school readers.  Poster presented at the Pacific Coast Research Conference, San Diego, CA. 

Oslund, E.L., Simmons, D.C., Clemens, N.H., & Fogarty, M. (2016, July). Examining intervention effects on adolescent reading comprehension using quantile regression.  Presentation at the annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.   

 

« Read Less

Awards

Dr. Oslund has received international, national, and regional awards including the Outstanding Researcher award from the Council for Learning Disabilities, the Dean's Award for Outstanding Student Paper from the Southwest Educational Research Association, and the Best Post Presentation from the Texas State Association of School Psychologists.

Research / Scholarly Activity

Dr. Oslund’s research interests involve multiple aspects of reading and data-based decision making in educational settings.  His initial work focused on early reading intervention and instruction in a response-to-intervention framework.  In addition to effective instruction, he examined how various student assessments (e.g., benchmarks, progress monitoring, CBMs, CEMs) can be best utilized to make data-based instructional decisions to maximize student learning.  His work ...

Read More »

Dr. Oslund’s research interests involve multiple aspects of reading and data-based decision making in educational settings.  His initial work focused on early reading intervention and instruction in a response-to-intervention framework.  In addition to effective instruction, he examined how various student assessments (e.g., benchmarks, progress monitoring, CBMs, CEMs) can be best utilized to make data-based instructional decisions to maximize student learning.  His work in this area earned him the Outstanding Researcher Award from the Council for Learning Disabilities. 

Dr. Oslund’s work has also focused on adolescent reading comprehension and vocabulary knowledge.  Specifically, he has examined the complex relationship among the multiple skills involved in the reading process (e.g., fluency, vocabulary knowledge, inferencing) and their relation to reading comprehension from both theoretical and applied orientations.  In addition, he has used advanced statistical modeling to design, evaluate, and better understand educational measures and decision making. 

Across these areas of research, Dr. Oslund has focused on the interaction of reading processes and student characteristics such as language status and proficiency, social-economic status, and student risk factors.  He specializes in using advanced statistical modeling to examine the complexity and intersection of reading, student characteristics, and measurement with the ultimate goal of helping students become better readers. 

« Read Less

In the Media

"A Word on Words": Radio Interview with Gina Logue on 'MTSU On the Record'.

Courses

LITS 7120: Seminar in Graduation Studies

LITS 7110: Models of Literacy Assessment

LITS 7100: Historical Issues, Trends, & Methodologies of Literacy

PSY 7290: Psychological Statistics: Anova

PSY 7280: Psychological Statistics: Regression

LITS 7330: Special Topics in Literacy