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
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 Quarterly29, 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,
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.
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 ResearchJournal, 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
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.