Linda H. Mason, Ph. D. George Mason University Education



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Linda H. Mason, Ph.D.

George Mason University


Education

Ph.D. 2002 University of Maryland, College Park, Special Education/Learning Disabilities

M.Ed. 1994 University of Maryland, College Park, Special Education

B.S. 1976 University of Texas, Austin, Home Economics Education



Professional Work Experience

2017-present Endowed Director Helen A. Kellar Institute for Human disAbilities, George Mason University

2017-present Professor, Division of Special Education and Educational Psychology Program


George Mason University

2013-2017 Professor of Special Education, The University of North Carolina at Chapel Hill

Frank Porter Graham Child Development Institute Fellow

2008-2013 Associate Professor, The Pennsylvania State University, University Park, PA


Fall 2011 Visiting Professor, University of Szeged, Szeged, Hungary

2005-2008 Assistant Professor, The Pennsylvania State University, University Park, PA

2002-2005 Assistant Professor, University of Illinois, Urbana-Champaign, IL

Summer 2002 Lecturer, University of Maryland, College Park, MD

2001-2002 Editorial Assistant, Journal of Educational Psychology

2000-2002 Faculty Graduate Assistant, Project Coordinator, Center for Accelerating Student Learning, University of Maryland, College Park, MD

Spring, 2001 Inclusive Education Program Evaluator, United States District Court, Baltimore, MD

1999-2000 Teaching Assistant, University of Maryland, College Park, MD



    1. Special Education Team Leader, Atholton Elementary School, Howard County Public School System, Columbia, MD

1994-1998 Special Education Teacher, Atholton Elementary School, Howard County

Public School System, Columbia, MD



    1. Graduate Assistant, Department of Special Education, College of Education, University of Maryland, College Park, MD

Honors and citations

2016 Institute of Educational Sciences Working Group on Adolescent Writing -Participant

2014 Article listed as “Must Read,” Synthesis of Research Symposium International Conference on Learning Disabilities (see +Mason, 2013)

2011-2012 Fulbright Scholar Award to Hungary

2011 Distinguished Early Career Research Award, Division for Research, Council for Exceptional Children

2004 Distinguished Finalist for International Reading Association Dissertation of the

Year Award

2003 University of Illinois Scholars’ Travel Award. Travel to University of London

2002 Graduation Commencement Speaker, University of Maryland

2001-2002 Distinguished Teaching Assistant, University of Maryland

1998-2002 Graduate Assistant Award, University of Maryland

1992-1994 Graduate Assistant Award, University of Maryland


BOOKS


Mason, L.H., Reid, R., & Hagaman, J. (2016). L’enseignement explicite de la lecture et de l’écriture: 40 leçons pour hisser les élèves vers la réussite. Adaptation: Lyne Legault. Quebec: Cheneliere Education
Mason, L.H., Reid, R., & Hagaman, J. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Baltimore, MD: Brooks Publishing Co. Inc.
Harris, K.R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies

for all students. Baltimore, MD: Brooks Publishing Co. Inc.

JOURNAL PUBLICATIONS – (*student first author/mentored)


Ciullo, S., & Mason, L.H. (in press). Prioritizing elementary school writing instruction: Cultivating middle school readiness for students with learning disabilities. Intervention in School and Clinic.
Gersten, R., Harris, K.R., & Mason, L.H. (2017). Beyond reading: The less addressed aspects of

research in learning disabilities: Introduction to the special issue. Learning Disabilities Research & Practice, 32, 137-139.


Mason, L.H., Mong Cramer, A., Garwood, J., Varghese, C., Hamm, J., & Murray, A. (2017). The efficacy of SRSD instruction for developing writers with and without disabilities in rural schools: A randomized controlled trial. Rural Special Education Quarterly. Online

First DOI: 10.1177/8756870517723617 

Foxworth, L.L., Mason, L.H., & Hughes, C.A. (2016). Improving narrative writing skills of secondary students with disabilities. Exceptionality. On-line DOI: 10.1080/09362835.2016.1196452
Li, M., Murphy, P.K., Wang, J., Mason, L.H., Firetto, C.M., Wie, L., & Sun Chung, K. (2016).

Promoting reading comprehension and critical-analytic thinking: A comparison of three approaches with fourth and fifth-graders. Contemporary Educational Psychology, 46, 101-115.


*Sennott, S., & Mason, L.H. (2015). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 36, 1-13. Online DOI: 10.1177/1525740115601643
*Datchuk, S.M., Kubina, R.M., & Mason, L.H. (2015). Effects of sentence instruction and frequency building to a performance criterion on elementary aged students with behavioral concerns and EBD. Exceptionality, 23, 34-53.
Benedek-Wood, E., Mason, L.H., Wood, P., Hoffman, K., & MacGuire, A. (2014). SRSD for quick writing in four middle school science classrooms. Learning Disabilities: A Contemporary Journal, 12, 69-92.
Ennis, R. P., Harris, K. R., Lane, K. L., & Mason, L. H. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40, 68.

*Mong Cramer, A.M., & Mason, L.H. (2014). The effects of strategy instruction for writing and revising persuasive quick writes for middle school students with emotional and behavioral disorders. Behavior Disorders, 40, 37-51.

*Valasa, L.L., Mason, L.H., & Hughes, C.A. (2014). Essay-writing interventions for adolescents with high incidence disabilities: A review of research. International Journal for Research in Learning Disabilities, 2, 72-97.
Mason, L.H., Dunn Davison, M., Hammer, C.S., Miller, C.A., & Glutting, J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1135-1158.
Mason, L.H., Kubina, R., & Hoover, T. (2013). Effects of quick writing instruction for high

school students with emotional and behavioral disabilities. Journal of Emotional and



Behavioral Disorders, 21, 163 – 175.
Mason, L.H., Kubina, R.M., Kostewicz, D., Mong Cramer, A., & Datchuk, S. (2013). Improving quick writing performance of middle school struggling learners. Contemporary Educational Psychology, 38, 236-246.
+Mason, L.H. (2013). Teaching students who struggle with learning to think before, while, and

after reading: Effects of SRSD instruction. Reading and Writing Quarterly 29, 124-144.


Mason, L.H., Meadan, H., Hedin, L, & Taft, R.A. (2013). Self-regulated reading comprehension: Perceptions of students who struggle with reading. Exceptionality,

21, 69-86.

Perin, D., Hare Bork, R., Peverly, S.R., & Mason, L.H. (2013). A contextualized curricular supplement for developmental reading and writing. Journal of College Reading and Learning. 43, 8-38.

*Berry, A., & Mason, L.H. (2012). The effects of self-regulated strategy development on the

writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education, 33, 124-136.


*Hoover, T., Kubina, R., & Mason, L.H. (2012). Effects of quick writing instruction for high

school students with learning disabilities. Exceptionality, 20, 20-38.


*Johnson, J., Reid, R., & Mason, L.H. (2012). Improving recall of high school students

with ADHD. Remedial and Special Education, 33, 258-268.


Kubina, R.M., Mason, L.H., Vostal, B.R., & Taft, R.A. (2012). Self-regulated strategy

development instruction: Effects of lesson structure on a teacher’s behaviors. Learning



Disabilities: A Multidisciplinary Journal, 17, 131-138.
*Hedin, L., Mason, L.H., & Gaffney, J. (2011). TWA plus prompted discourse: Reading

comprehension effects for two students with ADHD. Preventing School



Failure, 55, 148-157.
Mason, L.H., Harris, K.R., & Graham, S. (2011). Self-regulated strategy development for

students with writing difficulties. Theory in Practice, 50, 20-27.

Mason, L.H., & Hedin, L. (2011). Reading science text: Challenges for students with

learning disabilities and considerations for teachers. Learning Disabilities Research and Practice, 26, 214-222.

Mason, L.H., Kubina, R., & Taft, R. (2011). Developing quick writing skills of middle

school students with disabilities. Journal of Special Education, 44, 205-220.


Mason, L.H., & Reid, R. (2011). In this issue. Theory in Practice, 50, 1-3.
*Taft, R., & Mason, L.H. (2011). Examining effects of writing interventions: Spotlighting

results for students with primary disabilities other than learning disabilities. Remedial and Special Education, 32, 359-370.


Mason, L.H., Kubina, R., Valasa, L.L., & Cramer, A. (2010). Evaluating effective writing

instruction of adolescent students in an emotional and/or behavioral support setting. Behavioral Disorders, 35, 140-156.


Mason, L.H. (2009). Effective instruction for written expression. Perspectives on Language

and Literacy, 35, 21-24.
Mason, L.H., Benedek-Wood, E., & Valasa, L. (2009). Quick writing for students who

struggle with writing. Journal of Adolescent and Adult Literacy, 53, 313-322.


Graham, S., Harris, K.R., Mason, L.H., Fink, B., Moran, S., & Saddler, B. (2008). Teaching

handwriting in the primary grades: A national survey. Reading and Writing: An


Interdisciplinary Journal, 21, 49-69.

Graham, S., Harris, K.R., Morphy, P., Fink, B., Saddler, S., Moran, S., & Mason, L.H. (2008) Primary grade teachers’ adaptation for poor spellers: A national survey. American Education Research Journal, 45, 796-825.
Kulikowich, J.M., Mason, L.H., & Brown, S.W. (2008). Evaluating middle-grade students’

expository writing: Prompts, rubrics, and psychometric issues. Reading and Writing: An



Interdisciplinary Journal, 21, 153-175.
Mason, L.H., & Cramer, A.M. (2008). Rarely had the words poured: Teaching persuasive

writing. Learning Disabilities Worldwide, 5, 25-39.


Mason, L.H., & Graham, S. (2008). Writing instruction for adolescents with learning disabilities: Programs of intervention research. Learning Disabilities Research and Practice, 23, 103- 112.
Mason, L.H., & Shriner, J. (2008). Self-regulated strategy development instruction for six

elementary students with emotional behavioral disorders. Reading and Writing: An



Interdisciplinary Journal, 21, 71-93.
Meadan, H., & Mason, L.H. (2007). Reading instruction for a student with emotional disturbance: Facilitating understanding of expository text. Beyond Behavior, 16, 18-26.

Harris, K.R., Graham, S., & Mason, L.H. (2006). Self-regulated strategy development for

2nd-grade students who struggle with writing. American Educational Research Journal, 43, 295-340.

Mason, L.H., Hickey Snyder, K., Sukhram, D.P., & Kedem, Y. (2006). Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning. Exceptional Children, 73, 69-89.
Mason, L.H., Meadan-Kaplansky, H., Hedin, L., & Corso, L. (2006). Self-regulated strategy development instruction for expository text comprehension. TEACHING Exceptional Children, 38, 47-52.
Graham, S., Harris, K.R., & Mason, L.H. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
Mason, L.H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283-296.
Mason, L.H., Harris, K.R., & Graham, S. (2004). POW + WWW, What=2, How=2 equals fun

and exciting stories. TEACHING Exceptional Children, 36, 70-73.

Harris, K.R., Graham, S., & Mason, L.H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with

disabilities. Focus on Exceptional Children, 35, 1-16.

Harris, K.R., Graham, S., & Mason, L.H. (2002). Accelerating writing performance in 3rd grade:

Self-regulated strategies for stories and opinion essays. TEACHING Exceptional Children, 34, 74-77.


Harris, K.R., Graham, S., Mason, L.H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41, 110-115.
Mason, L.H., Harris, K.R., & Graham, S. (2002). Every child has a story to tell: Self-regulated

strategy development for story writing. Education and Treatment of Children, 25, 496 506.



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