Selected Recent Publications:

Mahmoodi‐Shahrebabaki, M., & Oslund, E.L. (accepted for publication). Teachers’ pedagogical content knowledge. In J. I. Liontas & M. DelliCarpini (Eds), The TESOL encyclopedia of English language teaching. John Wiley & Sons, Ltd.

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

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Selected Presentations:

Oslund, E.L., & Elleman, A.M. (February, 2023).  Differences and relations among teacher confidence, use, and data-based decision-making literacy. Poster presented at the Pacific Coast Research Conference, San Diego, CA.

Oslund, E.L., Elleman, A.M., Griffin, N., & Meyers, K. (2021, April). Vocabulary instruction for middle school students: Five research-based recommendations for practitioners.  Symposium presentation at the Society for the Research in Child Development Biennial Meeting, Minneapolis, MN.   

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.   

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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. 

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