Tessera
Folgen

Jessica Toste

@jessicatoste.bsky.social

Associate Professor #SPED at UT Austin. Researcher in Meadows Center for Preventing Educational Risk and Texas Center for Equity Promotion. Director #TosteTeam. McGill University alum. Riot grrrl in an academic world. (she/her) www.jessicatoste.com

162 Posts2109 Follower243 Folgt
CEC Division for Research (CEC-DR)@cec-dr.bsky.social · 5mo ago

Congratulations to the 2026 CEC-DR Award Winners! 🎉 We look forward to honoring our award winners for their outstanding contributions to research and leadership in special education. Join us at the CEC-DR Business Meeting in Salt Lake City, UT on Thursday, March 12, 2026.

BildBild
Jessica Toste@jessicatoste.bsky.social · 9mo ago

Our #IDARE team invites contributors who have existing datasets from reading intervention studies, specifically experimental studies of K-12 supplemental reading interventions!

Crystal Lewis@cghlewis.bsky.social · 9mo ago

RDM Weekly Issue 21 is out! 📬 - Project Structure slides @djnavarro.net - AI TutoR @emilynordmann.bsky.social - Data Documentation and Validation @lmu-osc.bsky.social - Request for Reading Data @jessicatoste.bsky.social @emilyafarris.bsky.social and more! rdmweekly.substack.com/p/rdm-weekly...

Jessica Toste@jessicatoste.bsky.social · last yr.

There is a corrected version of our article online today! This correction is thanks to a literacy specialist across the country who read the article and noticed an error. I'm so grateful for bright, engaged educators who make my work better! Open access here: journals.sagepub.com/doi/full/10....

What’s in a Word? Analyzing Students’ Oral Reading Fluency to Inform Instructional Decision-Making - Jessica R. Toste, Sally K. Fluhler, Emily A. Farris, Brennan W. Chandler, 2025

Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educ...

journals.sagepub.com

Jessica Toste@jessicatoste.bsky.social · last yr.

🚨 NEW PUBLICATION ALERT 🚨 New #TosteTeam pub in Intervention in School & Clinic. Written w/ Sally Fluhler, @emilyafarris.bsky.social, & @brennanchandler.bsky.social. We offer guidance on conducting CBM ORF error analysis to inform instructional decisions. Open access: tinyurl.com/Toste2025isc 1/3

Jessica Toste@jessicatoste.bsky.social · last yr.

🚨 NEW PUBLICATION ALERT 🚨 I’m behind in sharing new #TosteTeam pubs! New article in Learning Disability Quarterly. We report findings from brief experiment of the unique contribution of spelling practice, specifically Cover-Copy-Compare, on multisyllabic word reading for students with dyslexia. 1/3

Screenshot of article. Title: Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia Authors: Jessica R. Toste, PhD, Nathan H. Clemens, PhD, Marissa J. Filderman, PhD, Brennan W. Chandler, PhD, Saashya Rodrigo, PhD, and Clinton Moore, PhD Abstract: While spelling instruction may enhance reading interventions, there is little experimental evidence to date that examines the benefit of integrating spelling activities above and beyond explicit word reading instruction and practice alone. The study sought to investigate whether a common approach to spelling practice, cover-copy-compare (CCC), uniquely contributed to multisyllabic word reading skills of third to fifth grade students with dyslexia (n = 32). In this brief experiment, students completed two controlled individual sessions (30-min each). Each session included two instructional components and one practice component. The practice component differed by study condition, with students randomized to either reading practice (Decoding condition) or spelling practice using a modified CCC activity (Decoding+Spelling condition). No between-group differences were observed on researcher-developed or standardized word reading and pseudoword reading measures; however, a small but statistically significant effect favored students in the Decoding condition on a standardized measure of word reading efficiency. Findings suggest students in both conditions improved their reading of multisyllabic words, and there did not appear to be a differential benefit of spelling practice via CCC compared with reading practice. We discuss implications for future research on the contribution of spelling practice to word-level reading interventions for students with dyslexia.
Liz Neeley@lizneeley.bsky.social · last yr.

URGENT ACTION FOR NSF GRANTEES. For current & recent (since 2020) awards, archive your award history this afternoon/tonight. Screenshot/download/print your work in research.gov & alert your partners. We have credible threats to integrity of awards tracking systems (via @jeremymberg.bsky.social)

Research.gov - Homepage

Research.gov is a partnership of Federal, research-oriented grant making agencies with a shared vision of increasing customer service for applicants while streamlining and standardizing processes amon...

research.gov

Dr. David Miller 🏳️‍🌈@davidimiller.bsky.social · last yr.

🚨 Practical URGENT tip for NSF grantees: Out of an abundance of caution, I would right now go into Research.gov and… 1. Download your NSF award letters. 2. Print PDF your annual reports. 3. Screenshot the status table for annual reports. NSF is planning maintenance tomorrow to Research.gov

Due to maintenance, Research.gov (including access to NSF-PAR, GRFP, PES, and ETAP) will be unavailable from Fri., 4/25 at 10:00 PM ET to Sat., 4/26 at 1:00 PM ET. NSF apologizes for any inconvenience.
Jessica Toste@jessicatoste.bsky.social · last yr.

I may be accepting ONE additional PhD student in fall 2025! Four-year funding package. Applicants must be U.S. citizens or permanent residents for this funding opportunity. Must have an interest in intensive reading intervention. Reach out if interested! 📤 jrtoste@austin.utexas.edu

Jessica Toste@jessicatoste.bsky.social · 2y ago

Interested in pursuing a PhD in special education? I'm recruiting new doctoral students to join the #TosteTeam at UT Austin in fall 2025. We do lots of cool stuff related to intensive reading intervention! Scroll to next post in this thread to learn more about opportunity for full funding package.

Interested in pursuing a PhD in Special Education at The University of Texas at Austin? Join the #TosteTeam and study intensive reading intervention. Our work focuses on understanding effectiveness of reading interventions, data-based instruction, motivation science, and implementation science. Dr. Toste is accepting students for fall 2025 admission. Potential for full funding package including research assistantship, tuition, and health insurance.