Professor Rollanda O’Connor

 

Bachelor's Degree, major

B.A., English, University of Washington

Master’s Degree, major

M.Ed., Special Education, High Incidence Disabilities, University of Washington

Doctoral Degree, research area, conferring institution

Ph.D., Education, Special Education and Reading, University of Washington

Favorite Quote:

“Everything takes longer than it does.”

Area of research:

Reading development for children with disabilities. Reading acquisition and reading development regarding who is likely to struggle with reading and how early you can intervene to improve this trajectory. You can put some students in a rich environment and they will thrive. Others need early assistance. For example, I have found that you can identify by January of a child’s kindergarten year who is going to have trouble reading without intensive support.

Selected publications:

Books:

O’Connor, R.E. (2007). Teaching word recognition: Strategies for students with learning difficulties. Guilford Press.

Vadasy, P.F., Wayne, S.K., O’Connor, R.E., Jenkins, J.R., Pool, K., Firebaugh, M. & Peyton, J. (2005) Sounds Partners: A tutoring program in phonics-based early reading. Longmont, CO: Sopris West.

O’Connor, R.E. Notari-Syverson, A.,& Vadasy, P.F. (2005). Ladders to literacy: A kindergarten activity book, 2nd ed., Paul Brookes.

Research Articles:

O’Connor, R.E., & Klingner, J.K. (2010). Poor responders in Responsiveness to Intervention Models. Theory into Practice, 49, 297-304.

 O’Connor, R.E., Swanson, H.L., & Geraghty (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102, 1-19.

 O’Connor, R.E., Bocian, K., Beebe-Frankenberger, M., & Linklater,D. (2010). Responsiveness of students with language difficulties to early intervention in reading.  Journal of Special Education, 43, 220-235.

 Linklater, D., O’Connor, R.E., & Palardy, G.P.  (2009). Kindergarten literacy assessment of English only and English language learner students: Which measures are most predictive of reading skills?  Journal of School Psychology, 47, 369-394.

 Swanson, H.L., & O’Connor, R.E. (2009). The role of working memory and fluency training on reading comprehension in children who are dysfluent readers. Journal of Learning Disabilities, 42, 548-575.

 O’Connor, R.E., White, A., & Swanson, H.L. (2007).  Repeated reading versus continuous reading: Influences on reading fluency and comprehension.  Exceptional Children, 74, 31-46.

How I discovered my professional passion:

My first teaching assignment was teaching language arts and mathematics in middle school. Two of my students were virtual nonreaders. It was time to go back to school for a master’s degree to learn how to teach students to read!

Only at UCR’s GSOE do you find:

Such a high proportion of faculty involved in the important educational issues of the Inland Empire.

What I like about being at GSOE:

The faculty here is amazing. It’s night and day in terms of productivity from other institutions where I have worked.

What reading do you keep on your nightstand?

Gertrude Bell: Queen of the Desert, Shaper of Nations by Georgina Howell

How my students have influenced – and inspired – me:

They bring a wealth of experience. They know things I don’t know in terms of what is happening in the schools.

A favorite book from childhood?

Mio, My Son

 Leisure activities:

I’m making an alphabet quilt of embroidered sea creatures for my first grandchild. My husband and I are outdoors people. We go to Joshua Tree, Anza-Borrego. I sing traditional Irish music.