CURRICULUM VITAE



CURRICULUM VITAE

January, 2010

I. Personal Information

MARK C. SADOSKI

Office: Dept. of Teaching, Learning and Culture

Texas A&M University

College Station, TX 77843-4232

979-845-8234

msadoski@tamu.edu

Home: 17348 Palo Duro Canyon

College Station, TX 77845

Educational History

B.S. Southern Connecticut State University, 1968 English, History

M.S. Southern Connecticut State University, 1973 Reading Education

Ph.D. University of Connecticut, 1981 Curriculum & Instruction

Employment History

Texas A&M University 1991-present Full Professor (with tenure)

Texas A&M Health Science Center, 2004-present Office of Educational

College of Medicine Development (presently 75% time)

Texas A&M University 1986-91 Associate Professor (with tenure)

Texas A&M University 1981-86 Assistant Professor

University of Connecticut 1979-80 Research Assistant, Bureau of Educational Research

Southern Connecticut State University 1978-81 Associate Member, Graduate Faculty, Reading Department

Milford, Connecticut Public Schools 1980-81 Reading Consultant, K-8

Milford, Connecticut Public Schools 1975-78 Director, Reading Improvement for Adults Program

Milford, Connecticut Public Schools 1974-79 Reading Consultant, 9-12

Milford, Connecticut Public Schools 1968-74 Classroom Teacher of Reading and Language Arts, 7-8

II. Disciplined Inquiry

Refereed Articles in Professional Journals

Sadoski, M., & Colenda, C. (in press). The Texas A&M experience with class size and campus expansion: Evaluation of first year using distance learning and on-site curriculum delivery. Teaching and Learning in Medicine.

Halterman-Cox, M., Sierpina, V. S., Sadoski, M., & Sanders, C. W. (2009). CAM (complementary and alternative medicine) attitudes in first and second year medical students – a pre and post course survey. Integrative medicine: A clinician’s journal, 7, 34-42.

Sadoski, M., & Sanders C. W. (2008). Mental imagery in clinical skills instruction: A promising solution to a critical problem. Annals of Behavioral Science and Medical Education,14, 2-6.

Sanders, C. W., Sadoski, M., van Walsum, K., Bramson, R., Wiprud, R., & Fossum, T. W. (2008). Learning basic surgical skills with mental imagery: Simulation center in the mind. Medical Education, 42, 607-612.

Krasny, K. A., & Sadoski, M. (2008). Mental imagery and affect in English/French bilingual readers: A cross-linguistic perspective. Canadian Modern Language Journal, 64, 399-428.

Sanders, C. W., Sadoski, M., Wasserman, R. W., Wiprud, R., English, M., & Bramson, R. (2008). Comparing the effects of physical practice and mental imagery rehearsal on learning basic venipuncture by medical students. Imagination, Cognition, and Personality, 27, 117-127.

Bramson, R., Sadoski, M., Sanders, C. W., van Walsum, K., & Wiprud, R. (2007). A reliable and valid instrument to assess competency in basic surgical skills in second year medical students. Southern Medical Journal, 100, 987-992.

Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337-356.

Dusold, R., & Sadoski, M. (2007). Self-directed learning versus lecture in medicine. Academic Exchange Quarterly, 10, 29-32.

Sadoski, M., & Sanders, C. W. (2007). Student course evaluations: Common themes across courses and years. Medical Education Online, 12, 2, 1-9. [Electronic journal]. Available: http//med-ed-.

Krasny, K. A., Sadoski, M., & Paivio, A. (2007). Unwarranted return: A response to McVee, Dunsmore, and Gavelek’s (2005) “Schema theory revisited.” Review of Educational Research, 77, 239-244.

Goetz, E. T., Sadoski, M., Stricker, A. G., White, T. S., & Wang, Z. (2007). The role of imagery in the production of written definitions. Reading Psychology, 28, 241-256.

Sadoski, M., & Willson, V. L. (2006). Effects of a theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43, 137-154.

Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading and Writing Quarterly, 21, 221-238.

Edwards, J. C., Sadoski, M., & Burdenski, T. M. (2005). Physicians’ reported use of mental images in clinical reasoning. Imagination, Cognition, and Personality, 24, 41-49.

Sadoski, M., Willson, V. L., Holcomb, A., & Boulware-Gooden, R. (2005). Verbal and nonverbal predictors of spelling performance. Journal of Literacy Research, 36, 461-478.

Sanders, C. W., Sadoski, M., Bramson, R., Wiprud, R., & van Walsum, K. (2004). Comparing the effects of physical practice and mental imagery rehearsal on learning basic surgical skills by medical students. American Journal of Obstetrics and Gynecology, 191, 1811-1814.

Edwards, J. C., van Walsum, K., Sanders, C. W., Fossum, T. V., Sadoski, M., Bramson, R., & Wiprud, R. M. (2004). Attitudes of veterinary medical students toward collaborative learning: An experiment. Journal of Veterinary Medical Education, 31, 76-78.

Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, T. K. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing: An Interdisciplinary Journal, 16, 443-453.

Sadoski, M. (2002). Dual coding theory and reading poetic text. Journal of the Imagination in Language Learning and Teaching, 78-83.

Sadoski, M. (2001). Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text. Educational Psychology Review, 13, 263-281.

Sadoski, M., Goetz, E.T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 85-95.

Rodriguez, M., & Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50, 385-412.

Sadoski, M. (1999). Theoretical, empirical, and practical considerations in designing informational text. Document Design, 1, 25-34.

Sadoski, M. (1998). Mental imagery in reading: A sampler of some significant studies. Reading Online [electronic journal of the International Reading Association]. Available:

Sadoski, M., & Goetz, E. T. (1998). Concreteness effects and syntactic modification in written composition. Scientific Studies of Reading, 2, 341-352.

Sadoski, M., Norton, D. E., Rodriguez, M., Nichols, W. D., & Gerla, J. P. (1998). Preservice and inservice reading teachers’ knowledge of literary concepts and literary analysis. Reading Psychology, 19, 267-286.

Sadoski, M., Kealy, W. A., Goetz, E. T., & Paivio, A. (1997). Concreteness and imagery effects in the written composition of definitions. Journal of Educational Psychology, 89, 518-526.

Sadoski, M., Willson, V. L., & Norton, D. E. (1997). The relative contributions of research-based composition activities to writing improvement in the lower and middle grades. Research in the Teaching of English, 31, 120-150.

Avila, E., & Sadoski, M. (1996). Exploring new applications of the keyword method to acquire English vocabulary. Language Learning, 46, 379-395.

Goetz, E. T., & Sadoski, M. (1995). The perils of seduction revisited: A reply to Wade, Alexander, Schraw, and Kulikowich. Reading Research Quarterly, 30, 518-519.

Goetz, E.T., & Sadoski, M. (1995). The perils of seduction: Distracting details or incomprehensible abstractions? Reading Research Quarterly, 30, 500-511.

Sadoski, M., Goetz, E. T., & Avila, E. (1995). Concreteness effects in text recall: Dual coding or context availability? Reading Research Quarterly, 30, 278-288.

Goetz, E.T., Sadoski, M., Fatemi, Z., & Bush, R. (1994). That's news to me: Readers' responses to brief newspaper articles. Journal of Reading Behavior, 26, 125-138.

Sadoski, M., Goetz, E. T., & Fritz, J. B. (1993). Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design. Journal of Educational Psychology, 85, 291-304.

Goetz, E. T., Sadoski, M., Stowe, M. L., Fetsco, T. G., & Kemp, S. (1993). Imagery and emotional response in reading literary text: Quantitative and qualitative analyses. Poetics, 22, 35-49.

Sadoski, M., Goetz, E. T., & Fritz, J. B. (1993). A causal model of sentence recall: Effects of familiarity, concreteness, comprehensibility, and interestingness. Journal of Reading Behavior, 25, 5-16.

Goetz, E.T., Sadoski, M., Olivarez, A., Calero-Breckheimer, A., Garner, P., & Fatimi, Z. (1992). The structure of emotional response in reading: Quantitative and qualitative analyses. Reading Research Quarterly, 27, 361-372.

Sadoski, M. (1992). Imagination, cognition, and persona. Rhetoric Review, 10, 266-278.

Sadoski, M., Paivio, A., & Goetz, E. T. (1991). A critique of schema theory in reading and a dual coding alternative. Reading Research Quarterly, 26, 463-484.

Kemp, S.G., & Sadoski, M. (1991). The effects of instruction in forming generalizations on high school students' critical thinking in world history. Reading Research and Instruction, 31, 33-42.

Goetz, E.T., Sadoski, M., & Olivarez, A. (1991). Getting a reading on reader response: Relationships between imagery, affect, and importance ratings, recall, and imagery reports. Reading Psychology, 12, 13-26.

Sadoski, M., & Quast, Z. (1990). Reader response and long term recall for journalistic text: The roles of imagery, affect, and importance. Reading Research Quarterly, 25, 256-272.

Sadoski, M., Goetz, E. T., Olivarez, A., Lee, S., & Roberts, N. M. (1990). Imagination in story reading: The role of imagery, verbal recall, story analysis, and processing levels. Journal of Reading Behavior, 22, 55-70.

Sadoski, M., Goetz, E. T., & Kangiser, S. (1988). Imagination in story response: Relationships between imagery, affect, and structural importance. Reading Research Quarterly, 23, 320-336.

Spencer, D., & Sadoski, M. (1988). Differential effects among cultural groups of prereading activities in ESL. Reading Psychology, 9, 227-232.

Cloud-Silva, C., & Sadoski, M. (1987). Reading teachers' attitudes toward basal reader use and state adoption policies. Journal of Educational Research, 81, 5-16.

Sadoski, M., & Lee, S. (1986). Reading comprehension and miscue combination scores: Further analysis and comparison. Reading Research and Instruction, 25, 160-167.

Sadoski, M., & Lee, S. (1986). A note of discord on a methodological note. Reading Research and Instruction, 25, 171-172.

Sadoski, M. (1985). The natural use of imagery in story comprehension and recall: Replication and extension. Reading Research Quarterly, 20, 658-667.

Sadoski, M., & Page,W.D. (1984). Miscue combination scores and reading comprehension: Analysis and comparison. Reading World, 24, 43-53.

Sadoski, M. (1984). SSR, accountability and effective reading instruction. Reading Horizons, 24, 119-123. Selected for inclusion in K. Vander Meulen (Ed.) Selected Readings from Reading Horizons (3rd ed.), 1987.

Sadoski, M. (1983). An exploratory study of the relationships between reported imagery and the comprehension and recall of a story. Reading Research Quarterly, 19, 110-123.

Sadoski, M., Page, W.D., & Carey, R.F. (1981). Empirical testing of a new miscue scoring technique. New England Reading Association Journal, 16, 41-47.

Sadoski, M. (1981). Right forest, wrong tree? A critique of Carey, Harste, and Smith's research. Reading Research Quarterly, 16, 600-603.

Sadoski, M. (1980). Linguistic awareness and the teaching of reading. Journal of Language Experience, 3, 1-7.

Sadoski, M. (1980). How secondary reading educators feel about reading: A survey report. New England Reading Association Journal, 15, 30-32.

Sadoski, M. (1980). Ten years of uninterrupted, sustained, silent reading. Reading Improvement, 17, 153-156.

Sadoski, M. (1980). An attitude survey for sustained silent reading programs. Journal of Reading, 23, 721-726. Selected for inclusion in the William S. Gray Research Collection in Reading, Alvina Truet Burrows Institute, Inc., 1982.

Books and Monographs

Sadoski, M. (2004). Conceptual foundations of teaching reading. New York: Guilford Press.

Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates.

Sadoski, M., Wiseman, D., & Denton, J. (Eds). (1983). Literacy research: The reader, the text, the teacher. College Station, Texas: Instructional Research Laboratory, Texas A&M University.

Chapters or Articles in Edited Volumes

Sadoski, M. (in press). Dual coding theory. In E. M. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Farmington Hills, MI: Thomson Gale.

Sadoski, M. (2009). Embodied cognition, discourse, and dual coding theory: New directions. In J. Renkema (Ed.), Discourse, of course: An overview of research in discourse studies (pp. 187-195). Amsterdam, The Netherlands: John-Benjamins.

Sadoski, M. (2008). Dual coding theory: Reading comprehension and beyond. In C.C. Block & S. R. Parris (Eds.), Comprehension instruction (2nd ed.) (pp. 38-49). New York: Guilford Press.

Sadoski, M. & Paivio, A. (2004). A dual coding theoretical model of reading. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1329-1362). Newark, DE: International Reading Association.

Sadoski, M. (2003). The role of orthography in a dual coding theory of reading. In R. M. Joshi, C. K. Leong & B. L. J. Kaczmarek (Eds.), Literacy acquisition: The role of phonology, orthography, and morphology (pp. 67-81). Amsterdam: IOS Press.

Sadoski, M. (1999). Theoretical, empirical, and practical considerations in designing informational text. In A. Maes, H. Hoeken, L. Noordman, & W. Spooren (Eds.), Document design: Linking writers’ goals to readers’ needs (pp. 149-161). Tilburg, The Netherlands: Tilburg University Discourse Studies Group.

Goetz, E. T. & Sadoski, M. (1999). Immagini e risposte emotive nella letture: La componente immaginativa dell’esperienza del testo [Imagery and emotional response in reading: The imaginative component of experiencing text]. In A. Nemesio (Ed.), L’esperienza del testo [The experience of the text] (pp. 144-145. Rome: Meltemi.

Sadoski, M., Carey, R. F., & Page, W. D. (1999). Empirical evidence for the validity and reliability of miscue analysis as a measure of reading comprehension. In C. Edelsky & A. M. Marek (Eds.), Reflections and connections: Essays on the influence of Kenneth Goodman (pp. 123-144). Creskill, NJ: Hampton Press.

Goetz, E.T., & Sadoski, M. (1996). Imaginative processes in literary comprehension: Bringing the text to life. In R. J. Kreuz & M. S. MacNealy (Eds.), Empirical approaches to the study of literature and aesthetics (pp. 221-240). Norwood, NJ: Ablex.

Sadoski, M., & Paivio, A. (1994). A dual coding view of imagery and verbal processes in

reading comprehension. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.). Theoretical models and processes of reading (4th ed.) (pp. 582-601). Newark DE: International Reading Association.

Sadoski, M. (1994). Imagery and reading. In A. Purves (Ed.), Encyclopedia of English

studies and language arts (pp. 609-611). Urbana, IL: National Council of Teachers of English and Scholastic, Inc.

Sadoski, M., & Goetz, E. T. (1985). Relationships between affect, imagery, and importance ratings for segments of a story. In J. A. Niles & R. Lalik (Eds.) Issues in literacy: A research perspective (pp. 180-185). Thirty-fourth yearbook of the National Reading Conference. Washington, D.C.: National Reading Conference.

Sadoski, M. (1985). Comprehension process score. In W. Fagan, C. Cooper, & J. Jensen (Eds.). Measures for research and evaluation in the English language arts, Vol II (pp. 103-105). Urbana, IL: National Council of Teachers of English.

Sadoski, M. (1984). Text structure, imagery, and affect in the recall of a story by children. In J. A. Niles & L. A. Harris (Eds.) Changing perspectives in research in reading/language processing and instruction (pp. 48-53). Thirty-third yearbook of the National Reading Conference. Washington, D.C.: National Reading Conference.

Sadoski, M. (1984). Some questions and answers about the context dependency issue. In D. Protheroe (Ed.) Reading-writing connections (pp. 70-75). Storrs, CT: University of Connecticut, University Publications and the Reading-Language Arts Center.

Sadoski, M. (1983). Applying theory in reading comprehension instruction: An empirical comparison of five elementary basal reader programs. In Sadoski, M., Wiseman, D., & Denton, J. (Eds.) Literacy research: The reader, the text, the teacher (pp. 49-58). College Station, Texas: Instructional Research Laboratory, Texas A&M University.

Garcia, J., Sadoski, M., & Logan J. (1983). A comparison of ethnic content in nine current basal reader series. In Sadoski, M., Wiseman, D., & Denton,J. (Eds.) Literacy research: The reader, the text, the teacher (pp. 59-64). College Station, Texas: Instructional Research Laboratory, Texas A&M University.

Sadoski, M. (1980). A unitive psycholinguistic comprehension measure: The comprehension process score. In J. Meagher & W. Page (Eds.), Language centered reading instruction (pp. 86-90). Storrs, CT: University Publications and the Reading-Language Arts Center.

Book Reviews

Sadoski, M. (2002). [Book review of Multimedia learning by Richard E. Mayer.] Imagination, Cognition, and Personality, 21,173-176.

Sadoski, M. & Paivio, A. (2002). Response. [Response to a review of the book Imagery and text : A dual coding theory of reading and writing]. British Journal of Educational Psychology, 72, 148-149.

Sadoski, M. (1999). Comprehending comprehension. [ Essay/book review of Comprehension: A paradigm for cognition by Walter Kintsch.] Reading Research Quarterly, 34, 493-500.

Sadoski, M. (1998). [Book review of The constructivist metaphor: Reading, writing, and the making of meaning by Nancy Nelson Spivey.] Journal of Literacy Research, 30, 601-607.

Sadoski, M. (1993). [Book review of Secondary worlds: Literature teaching and the visual arts by Michael Benton.] Journal of Reading Behavior, 25, 233-236.

Refereed Technical Research Reports and ERIC Documents

Goetz, E.T., Sadoski, M., & Olivarez, A. (1990). Getting a reading on reader response: Relationships between ratings, recall, and imagery reports. (ERIC Document Reproduction Service No. ED 320 135.) Abstract in Resources in Education, November 1990.

Goetz, E. T., Sadoski, M., Olivarez, A., Calero-Breckheimer, A., & Garner, P. (1990). The structure of emotional response in reading: Quantitative and qualitative analyses. Paper presented at the National Reading Conference, Austin, Texas, December, 1989. (ERIC Document Reproduction Service No. ED 320 135.) Abstract in Resources in Education, November 1990.

Goetz, E.T., Sadoski, M., Stowe, M.L., Fetsco, T.G., & Kemp, S. (1988). Imagery and emotional response in reading. Texas A&M University Instructional Research Laboratory Technical Paper # R88001. (ERIC Document Reproduction Service No. ED 305 608.) Abstract in Resources in Education, November 1989.

Sadoski, M., Goetz, E.T., Lee, S., & Roberts, N.M. (1986). Imagination in story reading: The role of imagery, processing level, verbal recall, and literary analysis. Paper presented at the annual meeting of the International Reading Association, New Orleans, Louisiana, May, 1985. (ERIC Document Reproduction Service No. ED 270 740.) Abstract in Resources in Education, November, 1986.

Garcia, J., & Sadoski, M. (1986). The treatment of minorities in nine recently published basal series. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, April, 1986. (ERIC Document Reproduction Service No. ED 268 501.) Abstract in Resources in Education, September, 1986.

Sadoski, M. (1984). A study of the theoretical basis of reading instruction and a comparison of programs. Texas A&M University Instructional Research Laboratory Technical Paper #R83001. (ERIC Document Reproduction Service No. ED 236 543.) Abstract in Resources in Education, April, 1984.

Sadoski, M. (1983). An exploratory study of the relationships between reported imagery and the comprehension and recall of a story in fifth graders. Texas A&M University Instructional Research Laboratory Technical Paper #R82007. (ERIC Document Reproduction Service No. ED 223 991.) Abstract in Resources in Education, May, 1983.

Sadoski, M. (1983). SSR, accountability and effective reading instruction. Texas A&M University Instructional Research Laboratory Technical Paper # R82001. (ERIC Document Reproduction Service No. ED 222 863.) Abstract in Resources in Education, April, 1983.

Sadoski, M. (1982). The relationship between student retellings and selected comprehension measures: An IRA Outstanding Dissertation Address. (ERIC Document Reproduction Service No. ED 214 127.) Abstract in Resources in Education, August, 1982.

Assisted in the preparation, writing, and editing of Connecticut assessment of educational progress in reading 1978-79: Summary and interpretations, and Connecticut assessment of educational progress in reading 1978-79: Technical report. Publications of the Connecticut State Board of Education Bureau of Research, Planning and Evaluation. Hartford, CT: Connecticut State Board of Education, 1980.

Invited Addresses

Sadoski, M. (2008, March). Dual coding theory as a general theory of literacy. Invited paper presented at the International Conference of Lindamood-Bell Learning Processes, Anaheim, CA.

Sadoski, M. (2007, April). Mental imagery and word concreteness in written language production. Invited paper presented at the International Conference of Lindamood-Bell Learning Processes, London, UK.

Sadoski, M. (2007, April). Imagery as a private multimedia learning aid. Invited paper presented at the International Conference of Lindamood-Bell Learning Processes, London, UK.

Sadoski, M. (2006, May). Dual doing theory: A cognitive basis for multiple literacies. Keynote presentation. The Literacy Question: New Theories and Practices in Arts-Integrated Learning. Conference held at Florida International University, Miami, FL.

Sadoski, M. (2006, April). Language and mental imagery in spelling. Invited paper presented at the International Conference of Lindamood-Bell Learning Processes, Anaheim, CA.

Sadoski, M., & Owen, K. (2005, March). The road to comprehensive district reform: Pueblo School District 60’s experience from theory to success. Presentation to the International Conference of Lindamood-Bell Learning Processes, Washington, D.C.

Sadoski, M. (2003, March). Essentials in teaching reading. Keynote address to the National Research and Workshop Conference of Lindamood-Bell Learning Processes, Anaheim, CA.

Sadoski, M. (2002, February). Comprehension and content area reading. Invited address at Reaching readers: Practical approaches to classroom reading: A conference. Texas A&M International University, Laredo, TX.

Sadoski, M. (2001, November). A dual coding theory view of decoding and comprehension. Address to the NATO Advanced Study Institute on Literacy Acquisition, Assessment, and Intervention: The role of phonology, orthography, and morphology. Il Ciocco, Tuscany, Italy.

Sadoski, M. (2001, March). Imagery and text: A dual coding theory of cognition in reading and writing. Keynote address to the National Research and Workshop Conference of the Lindamood-Bell Learning Processes, Anaheim, CA.

Sadoski, M. (2000, March). Images, concepts, and words. Keynote address to the National Research and Workshop Conference of the Lindamood-Bell Learning Processes, Anaheim, CA.

Sadoski, M. (1999, March). New research on dual coding theory in reading and implications for designing better text. Keynote address to the National Research and Workshop Conference of Lindamood-Bell Learning Processes, Burlingame, CA.

Sadoski, M. (1999, March). Reading and writing: A dual coding approach. Keynote address to the National Research and Workshop Conference of Lindamood-Bell Learning Processes, Burlingame, CA.

Sadoski, M. (1998, December). Designing informational text: Empirical and practical considerations. Opening address at the First International Conference on Document Design. Tilburg, The Netherlands.

Sadoski, M. (1997, March). Mental imagery in reading and composing text. Keynote address to the Lindamood-Bell Research and Training Network Conference, San Francisco, CA.

Sadoski, M. (1997, March). Dual coding theory. Keynote address to the Lindamood-Bell Research and Training Network Conference, San Francisco, CA.

Sadoski, M. (1996, March). The role of mental imagery in text comprehension, appreciation, and learning. Keynote address to the Lindamood-Bell Research and Training Network Conference, San Francisco, CA.

Sadoski, M. (1986, June). Processing stories: Relationships between imagery, affect, and structural salience of story segments. Guest address to the Departments of Psychology and Education, University of Western Ontario.

Papers at Professional Meetings - National and International

Sadoski, M., & White, T. (2008, July). The effects of embedded picture mnemonics on letter name and letter sound learning in at-risk kindergarten students. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC.

Sadoski, M. (2007, November). Dual coding theory (DCT): Historical perspectives and recent research. In S. R. Parris (chair) Dual coding theory and its relevance to reading research and practice. Symposium presented at the National Reading Conference, Austin, TX.

Goetz, E. T., Sadoski, M., Stricker, A. G., White, T. S., & Wang, Z. (2007, November). The role of imagery in writing definitions. Paper presented at the National Reading Conference, Austin, TX.

Sanders, C., Sadoski, M., van Walsum, K. Bramson, R., Wiprud, R., & Fossum, T. W. (2007, March). Learning basic surgical skills with mental imagery: Simulation center in the brain. Poster presented at the Annual Meeting of the Council on Resident Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics, Salt Lake City, UT.

Sadoski, M. (2006, December). Philosophical and theoretical background of embodied literacy. In K. A. Krasny (chair). Embodiment and the science of consciousness: Implications for reading and writing. Symposium presented at the National Reading Conference, Los Angeles, CA.

Sadoski, M. (2006, April). Affect in the dual coding theory of reading. In D. Dai (chair) Infusing Affect into Models of Text Comprehension. Symposium presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Sanders, C., Sadoski, M., English, M., & Wiprud, R. (2006, March). Can your medical students draw blood? Poster presented at the Annual Meeting of the Council on Resident Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics, Orlando, FL

Sadoski, M., Willson, V. L., Holcomb, A., & Boulware-Gooden, R. (2005, June). Verbal and nonverbal predictors of spelling performance: A national study and a follow-up. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Toronto, Canada.

Sadoski, M., Willson, V. L., Holcomb, A., & Boulware-Gooden, R. (2004, December). Orthographic and semantic predictors of spelling performance. Paper presented at the National Reading Conference, San Antonio, TX.

Owen, K., Sadoski, M., Willson, V. L., & Worthington, P. W. (2004, June). A successful district model that leaves no child behind. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam, The Netherlands.

Sadoski, M. (2004, May). Theoretical models and processes of reading: Issues in literacy theory and research. Panel presentation at the Annual Convention of the International Reading Association, Renoe-Tahoe, NV.

Sanders, C. W., Sadoski, M., Bramson, R., Wiprud, R., & van Walsum, K. (2004, March). Teaching surgical skills to medical students using mental imagery and physical practice. Paper presented at the Annual Meeting of the Council on Resident Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics, Lake Buena Vista, FL.

Sadoski, M., Edwards, J. C., & Van Walsum, K. (2003, April). Mental imagery and affect in teaching surgical skills: A multidisciplinary collaboration. In M. Sadoski & J. C. Edwards (co-chairs), Mental imagery and affect in a collaborative medical education model. Symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Sadoski, M., Edwards, J. C., & Burdenski, T. K. (2003, April). Reported use of mental imagery in the practice of physicians. In M. Sadoski & J. C. Edwards (co-chairs), Mental imagery and affect in a collaborative medical education model. Symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Edwards, J. C., Sanders, C. V., Sadoski, M., Bramson, R., Wiprud, R., & Fossum, T. W. (2003, April). The effect of imagery rehearsal on learning basic surgical skills in a collaborative learning environment. In M. Sadoski & J. C. Edwards (co-chairs), Mental imagery and affect in a collaborative medical education model. Symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Van Walsum, K., Edwards, J. C., Sanders, C. V., Sadoski, M., Branson, R., Wiprud, R., & Fossum, T. W. (2003, April). Cognitive and affective predictors of surgical skill in a collaborative learning environment. In M. Sadoski & J. C. Edwards (co-chairs), Mental imagery and affect in a collaborative medical education model. Symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Sanders, C. V., Edwards, J. C., Sadoski, M., & Van Walsum, K. (2003, March). Imagery vs. text study in learning basic surgical skills as measured by checklists and rating scales. Paper presented at the Annual Meeting of the Council on Resident Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics. Anaheim, CA.

Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, T. K. (2002, June). New findings for concreteness and imagery effects in the written composition of definitions. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Chicago, IL.

Sadoski, M. (2000, July). The effects of mental imagery and language concreteness in literacy. Paper presented at the 18th World Congress on Reading, Auckland, New Zealand.

Sadoski, M., Norton, D. E., Rodriguez, M., Nichols, W. D., & Gerla, J. P. (1999, December). Preservice and inservice teachers’ knowledge of literary concepts and literary analysis. Paper presented at the National Reading Conference, Orlano, FL.

Sadoski, M., Goetz, E. T., & Rodriguez, M. (1999, April). Concreteness effects on reader engagement in four genres. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada

Sadoski, M., & Goetz, E. T. (1999, April). Effects of concreteness, readability, familiarity, comprehensibility, and interestingness on recall of text genres. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, San Diego, CA.

Sadoski, M. (1998, April). The role of concreteness and imagery in interest, comprehensibility, and memory for text. In S. Hidi (chair), Interest, literacy, and classroom practice: Forging a research agenda. Symposium conducted at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Sadoski, M., & Goetz, E. T. (1998, April). Concreteness effects and syntactic modification in written composition. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, San Diego, CA.

Sadoski, M., & Goetz, E.T. (1998, March). Dual coding processes in written composition. In M. S. Steffensen (chair), Imagery and affect in language behavior: A colloquium on dual coding theory. Colloquium conducted at the Annual Conference of the American Association of Applied Linguistics, Seattle, WA.

Goetz, E. T., & Sadoski, M. (1998, March). Imagery and emotional response in reading. In M. S. Steffensen (chair), Imagery and affect in language behavior: A colloquium on dual coding theory. Colloquium conducted at the Annual Conference of the American Association of Applied Linguistics, Seattle, WA.

Sadoski, M., Goetz, E. T., Kealy, W. A., & Paivio, A. (1996, December). Concreteness and imagery effects in the composing process. Paper presented at the National Reading Conference, Charleston, SC.

Goetz, E.T., Sadoski, M., & Woods, B. (1996, August). In search of the imagination: A review of research on imaginative processes in reading. Paper presented at the meeting of the Internationale Gesellschaft fur Empirische Literaturwissenschaft (International Society for the Empirical Study of Literature), Banff, Canada.

Sadoski, M., Goetz, E. T., Kealy, W. A., & Paivio, A. (1996, April). Effects of word concreteness on the production of brief written definitions. Annual Meeting of the Society for the Scientific Study of Reading, New York, NY.

Sadoski, M., Goetz, E. T., Kealy, W. A., & Paivio, A. (1995, May). Effects of word concreteness on the production of written definitions. Creative Concepts Conference (a specialty conference sponsord by the American Psychological Association). College Station, TX.

Sadoski, M., Kealy, W. A., Goetz, E. T., & Paivio, A. (1995, April). Writing definitions for concrete and abstract terms: Extending dual coding theory to written composition. American Educational Research Association Annual Meeting, San Francisco, CA.

Sadoski, M. (1995, April). Discussant in M. Sadoski (chair), Home-school relationships in literacy development. Paper session presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

Sadoski, M. (1994, December). The dual coding position. In R. B. Ruddell (moderator), An NRC debate: Does schema theory or dual coding theory provide a better explanation for cognition in reading? (Taking the schema position: Richard C. Anderson.) Debate conducted at the National Reading Conference, San Diego, CA.

Sadoski, M. (1994, December). Review of related research and methodology. In W. D. Nichols (chair), Improving written composition in grades 1-8: A multivariate study of the relative effects of research-based instructional activities. Symposium conducted at the National Reading Conference, San Diego, CA.

Sadoski, M., Goetz, E.T., & Avila, E. (1994, April). Concreteness effects in text recall: Evidence of code additivity. American Educational Research Association Annual Meeting, New Orleans, LA.

Sadoski, M. Goetz, E. T., & Avila, E. (1993, December). Concreteness effects in free recall: Dual coding or context availability? National Reading Conference, Charleston, SC.

Sadoski, M. (1993, April). The nature of imagination and emotional response in reading literature, journalism, and history text. American Educational Research Association Annual Meeting, Atlanta, GA.

Willson, V.L., Rupley, W.H., & Sadoski, M. (1993, April). Reading, IQ, and exceptionality: A developmental model. American Educational Research Association Annual Meeting, Atlanta, GA.

Sadoski, M., Goetz, E.T., & Fritz, J.B. (1992, December). The recall of history text: Text design and theoretical implications. National Reading Conference, San Antonio, TX.

Willson, V.L., Rupley, W.H., & Sadoski, M. (1992, December). Reading, IQ, and exceptionality: Removing IQ from the developmental model. National Reading Conference, San Antonio, TX.

Sadoski, M. (1992, July). Overview of research findings on mental imagery in reading comprehension. In D. Whitehead (chair) Research on mental imagery in reading comprehension: A synthesis with implications for instruction. Session conducted at the Fourteenth World Congress on Reading, Maui, Hawaii.

Goetz, E.T., & Sadoski, M. (1992, May). Imaginative processes in literary comprehension: Bringing the text to life. Paper presented at the meeting of the Internationale Gessellschaft Empirische Literaturwissenschaft (International Association for the Empirical Study of Literature), Memphis, TN.

Sadoski, M., Goetz, E.T., & Fritz, J. (1992, April). The comprehension and recall of history text: Text revision and theoretical implications. American Educational Research Association Annual Meeting, San Francisco, CA.

Sadoski, M., Goetz, E.T., & Fritz, J. (1991, December). Relationships between comprehensibility, concreteness, interest, and familiarity in reading history text: Theoretical and text revision implications. National Reading Conference, Palm Springs, CA.

Goetz, E.T., Sadoski, M., Olivarez, A., Fatimi, J., Calero-Breckheimer, A., & Garner, P. (1991, April). The structure of readers' emotional responses: Latent partition analyses and affect reports. American Educational Research Association Annual Meeting, Chicago, IL.

Goetz, E.T., Sadoski, M., Olivarez, A., Calero, A., & Garner, P. (1989, December). The structure of emotional response in reading: Quantitative and qualitative analysis. National Reading Conference, Austin, TX.

Sadoski, M. (1989, May). Imagery, imagination, and persona in a social theory of language. Conference of the Center for the Expansion of Language and Thinking, Asilomar, CA.

Sadoski, M., & Quast, Z. (1989, May). Imagination in reading: Relationships between imagery, affect, and structural salience in stories and journalistic text. Annual Convention of the International Reading Association, New Orleans, LA.

Sadoski, M., & Quast, Z. (1988, December). Reader response and long-term recall for journalistic text: Relationships between imagery, affect, and importance. National Reading Conference, Tucson, AZ.

Sadoski, M. (1988, March). Imagery, meaning, and language: Theoretical considerations. Annual Convention of the Conference on College Composition and Communication, St. Louis, MO.

Goetz, E.T., Sadoski, M., Stowe, M.L., & Fetsco, T.G. (1987, December). Imagery and emotional response in reading: On-line measures and retrospective reports. National Reading Conference, St.Petersburg Beach, FL.

Spencer, D.J., & Sadoski, M. (1987, October). The importance of pre-reading activities in the ESL classroom. Paper presented at the Fourteenth National Mextesol Convention, Monterrey, Mexico.

Sadoski, M., Goetz, E.T., & Kangiser, S. (1987, April). Relationships between imagery, affect, and structural importance ratings for story segments. American Educational Research Association Annual Meeting, Washington, D.C.

Sadoski, M., Goetz, E.T., & Kangiser, S. (1986, December). Relationships between imagery, affect, and structural salience in stories. National Reading Conference, Austin, TX.

Cloud-Silva, C., & Sadoski, M. (1986, December). Classroom teachers perceptions of basal readers, their use and statewide applications. National Reading Conference, Austin, TX.

Garcia, J. & Sadoski, M. (1986, April). The treatment of minorities in nine recently published basal series. American Educational Research Association Annual Meeting, San Francisco, CA.

Sadoski, M. (1985, June). Imagery, semiotics, and thematics in literary texts. In R. Tierney (chair) Semiotics and education. Colloquium conducted at the International Summer Institute for Semiotic and Structural Studies, Indiana University, Bloomington, IN.

Sadoski, M. (1985, May). Overview of research on naturally occurring imagery in comprehending and recalling text. In M. Sadoski (chair) Mental imagery and reading: Relationships to comprehension, recall, affect, and appreciation. Research Colloquium conducted at the Annual Convention of the International Reading Association, New Orleans, LA.

Sadoski, M. (1985, March). Tommy: A longitudinal case study of a beginning writer. Spring Conference of the National Council of Teachers of English, Houston, TX.

Sadoski, M. (1984, December). Overview of research on naturally occurring imagery in comprehending and recalling text. In M. Sadoski (chair) Spontaneous mental imagery in text processing. Symposium conducted at the National Reading Conference, St. Petersburg Beach, FL.

Sadoski, M. (1984, November). Evidence for the validity of miscue analysis as a measure of a psychological process. Miscue Update Conference, Detroit, MI.

Sadoski, M. (1984, May) The natural use of imagery in story comprehension and recall. Annual Convention of the International Reading Association, Atlanta, GA.

Sadoski, M. (1983, December). The natural use of imagery in children's comprehension and recall of unillustrated text. National Reading Conference, Austin, TX.

Sadoski, M. (1983, May). Reading instruction research: Empirical comparison of five major reading programs in the middle grades. Annual Convention of the International Reading Association, Anaheim, CA.

Sadoski, M. (1983, May). Reading instruction: Theoretical bases and a comparison of programs. Conference of the Center for the Expansion of Language and Thinking, College Station, TX.

Sadoski, M. (1983, February). Universals in reading instruction: A knowledge framework for reading educators. Annual Convention of the American Association of Colleges for Teacher Education, Detroit, MI.

Sadoski, M. (1982, December). The natural use of imagery in comprehending and recalling a story. National Reading Conference, Clearwater Beach, FL.

Sadoski, M. (1982, May). Children's use of mental imagery in story comprehension. Conference of the Center for the Expansion of Language and Thinking, Boulder, CO.

Sadoski, M. (1982, April). The Relationships between student retellings and selected comprehension measures: An outstanding dissertation presentation. Annual Convention of the International Reading Association, Chicago, IL.

Sadoski, M. (1981, May). New insights into assessing retellings and oral reading miscues. Conference of the Center for the Expansion of Language and Thinking, Rochester, MI.

Papers at Professional Meetings - State and Regional

Dusold, R., & Sadoski, M. (2007, April). Self directed learning vs. lecture in medicine. Paper presented at the Annual Meeting of the Southern Group on Educational Affairs of the American Association of Colleges of Medicine, Louisville, KY.

Sadoski, M., Sanders, C., & Kim, H. (May, 2006). What do students value in their courses and clerkships? Poster presented at the Annual Meeting of the Southern Group on Educational Affairs of the American Association of Colleges of Medicine, Galveston, TX

Bramson, R., Sanders, C. W., Wiprud, R., Sadoski, M., & van Walsum, K. (2004, April). A reliable rating scale for evaluating basic surgical skills. Poster presented at the Annual Meeting of the Association of American Medical Colleges Southern Group on Educational Affairs, Savannah, GA.

Sanders, C. V., & Sadoski, M. (2003, May). The effects of imagery rehearsal on medical students learning basic surgical skills. Annual T. F. Bunkley Lectureship and Resident Research Day, Scott & White Memorial Hospital, Temple, TX.

Sanders, C. V., Edwards, J. C., Burdenski, T. K., & Sadoski, M. (2003, April). Medical student competence in basic procedures. Paper presented at the Annual Meeting of the Southern Group on Educational Affairs of the Association of American Medical Colleges, Miami, FL.

Sadoski, M., Goetz, E. T., Kealy, W. A., & Paivio, A. (1996, May). Effects of word concreteness on the production of polished written paragraphs of definition. Paper presented at the Southwest Cognition Conference, Austin, TX.

Sadoski, M., Goetz, E. T., Kealy, W. A., & Paivio, A. (1995, May). Effects of word concreteness on the production of written definitions. Annual Meeting of the Association for Research in Memory, Attention, Decision-Making, Imagery, Language, Learning, and Organizational Perception (ARMADILLO). College Station, TX.

Olivarez, A., Goetz, E.T., Sadoski, M. Fatimi, J., Calero-Breckheimer, A., & Garner, P. (1991), May). Quantitative analyses of readers' affect reports. Annual Meeting of the Association for Research in Memory, Attention, Decision-Making, Imagery, Language, Learning, and Organizational Perception (ARMADILLO). College Station, TX.

Sadoski, M., Fritz, J., & Goetz, E.T. (1991, January). Relationships between concreteness, familiarity, interest, and comprehensibility in reading history. Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Goetz, E. T., Sadoski, M., Olivarez, A., Calero-Breckheimer, A., & Garner, P. (1990, January). The structure of readers' affect reports: A latent partition analysis. Annual meeting of the Southwest Educational Research Association, Austin, TX.

Cloud-Silva, C. & Sadoski, M. (1985, January). Elementary reading teachers' perceptions of current state-adopted basal readers. In M. Sadoski (chair) Symposium: Research forum sponsored by the Texas special interest council on research. Fourteenth Southwest Regional Conference of the International Reading Association, San Antonio, TX.

Sadoski, M. (January, 1985). A case study of learning to write before instruction. Annual Convention of the Texas Joint Council of Teachers of English, Houston, TX.

Sadoski, M. (1984, January). Children's natural use of imagery in story comprehension and recall. Annual Meeting of the Southwest Educational Research Association, Dallas, TX.

Sadoski, M. (1983, November). Reaching the highest levels of reading comprehension with gifted students. Twelfth Southwest Regional Conference of the International Reading Association, Little Rock, AR.

Sadoski, M. (1983, January). Using variations of the request procedure for higher levels comprehension. Eleventh Annual Convention of the Texas State Council of the International Reading Association, Houston, TX.

Sadoski, M. (1983, February). Comparing basal readers for cognitive and affective emphasis. Eleventh Southwest Regional Conference of the International Reading Association, Tulsa, OK.

Sadoski, M. (1983, January). The theoretical bases of reading instruction and a comparison of five basal reader programs. Annual Meeting of the Southwest Education Research Association, Houston, TX.

Sadoski, M. (1981, March). Testing in reading and literature: The passage dependence issue. Fifth Annual Special Themes in Reading Conference, University of Connecticut, Storrs, CT.

Sadoski, M. (1980, August). Reading comprehension techniques for the gifted and talented. Confratute '80 on the Gifted and Talented, University of Connecticut, Storrs, CT.

Sadoski, M. (1980, May). Rocky III: Comprehension schemes and schemas. Address to the Twenty-first Annual Banquet of the Fairfield County Council on the International Reading Association, Westport, CT.

Sadoski, M. (1980, March). A comprehension-based reading assessment plan. Fourth Annual Special Themes in Reading Conference, University of Connecticut, Storrs, CT.

Sadoski, M. (1980, March). A closer look at miscue analysis. Eastern Connecticut Council of the International Reading Association, Eastern Connecticut State College, Norwich, CT.

Papers at Professional Meetings - Local

Sadoski, M. (2007, June). Course and clerkship evaluation program. Presentation to the Faculty and Students of the College of Medicine at a Dean’s Town Hall Meeting, Texas A&M University.

Sadoski, M. (2007, March). Dual coding theory: A cognitive basis for multiple literacies. Presentation to the Department of Recreation, Parks, and Tourism. Texas A&M University.

Sadoski, M. (2007, February). Course and clerkship evaluation program. Presentation to the Dean’s Staff of the College of Medicine at the Dean’s Monthly Staff Meeting, Texas A&M University.

Sadoski, M., & Willson, V. (2005, February). Orthographic and semantic predictors of spelling performance. College of Education and Human Development Research Symposium, Texas A&M University.

Sadoski, M. (2002, October). Assessment in oral reading. Presentation to the America Reads and Counts Program, Texas A&M University.

Sadoski, M. (2002, September). New findings for concreteness and imagery effects in the composition of written definitions. Paper presented to Cognoscenti, the Interdisciplinary Faculty in Cognitive Science, Texas A&M University.

Sadoski, M. (1999, February). Concreteness and imagery effects in text processing. Presentation to the faculty of the Department of Educational Psychology, College of Education, Texas A&M University.

Sadoski, M. (1998, March). Discussant for V. Willson, Unifying quantitative methodology in the social sciences. Presentation to the faculty of the Department of Educational Psychology, Texas A&M University.

Sadoski, M., Goetz, E. T., & Rodriguez, M. (1998, February). Effects of text and title concreteness in short texts of different genres. Paper presented at the Educational Research Exchange, College of Education, Texas A&M University.

Sadoski, M., Goetz, E. T., Kealy, W. A. (1996, April). Effects of word concreteness on the production of written definitions. Reading and Literacy Research Miniconference, College of Education, Texas A&M University.

Sadoski, M. (1995, April). Participant in a panel discussion of Distinguished Research Fellows: Creating a culture of scholarship in the College of Education. College of Education, Texas A&M University.

Sadoski, M. (1993, March). Imagination in reading: Comprehension, recall, and appreciation of expository text. A Distinguished Research Fellows Lecture, College of Education, Texas A&M University.

Sadoski, M. (1989, November). Chaos theory in learning. Presentation to a seminar of the Instructional Research Laboratory, Texas A&M University.

Sadoski, M. (1989, April). A primer on dual coding. Presentation to the Committee for the study of Cognitive Science, Texas A&M University.

Sadoski, M. (1987, August). The function of imagery in composing written argumentation. Presentation to the Committee for the Study of Cognitive Science, Texas A&M University.

Sadoski, M. & Goetz, E.T. (1987, November). Imagination in reading stories: Relationships between imagery, affect, and structural salience. Presentation to the Committee for the Study of Cognitive Science, Texas A&M University.

Sadoski, M. & Goetz, E.T. (1987, April). Imagination in reading. Texas A&M University College of Education Inquiry Exhibition.

Silva, C. & Sadoski, M. (1987, February). Texas teachers' perceptions of basal readers and the basal reader adoption process. Presentation to a seminar of the Instructional Research Laboratory, Texas A&M University.

Sadoski, M. (1985, April). New trends in composition instruction, part II: Writing across the curriculum. Presentation to a seminar of the Instructional Research Laboratory, Texas A&M University.

Sadoski, M. (1985, April). New trends in composition instruction, part I: The writing process. Presentation to a seminar of the Instructional Research Laboratory, Texas A&M University.

Sadoski, M., Goetz, E., Lee, S. & Roberts, N. (1984, April). The role of mental imagery in text comprehension and memory. Texas A&M University College of Education Inquiry Exhibition.

Sadoski, M. (1983, April). Factor analysis in instructional research. Research Assistance Laboratory Seminar, Texas A&M University.

Sadoski, M. (1983, February). Theoretical bases of reading instruction and an empirical comparison of five basal reader programs. Presentation to a joint seminar of the Instructional Research Laboratory and the Reading/Language Development Inquiry Group, Texas A&M University.

Sadoski, M. (1982, April). Imagery and the reading comprehension of stories. Texas A&M University College of Education Inquiry Exhibition.

Sadoski, M. (1981, December). On the functional use of imagery in comprehending and recalling a story. Presentation to a joint seminar of the Instructional Research Laboratory and the Reading/Language Development Inquiry Group, Texas A&M University.

Funded Proposals for Research and Instruction

Sadoski, M., Joshi, R. M. Verizon Scholars Program. Proposal to the Verizon Corporation for preparing Master Reading Teachers, Co-PI, 2003. ($100,000).

Sanders, C., Edwards, J. C., & Sadoski, M. Improving Surgical Skills Education Cost Effectiveness. Proposal to Scott & White Memorial Hospital Office of Research, 2002. ($37,152)

Sadoski, M.. Proposal for an International Travel Grant for Research from the Texas A&M University College of Education International Programs Enhancement and Coordination Committee, 1998. ($500)

Sadoski, M. Proposal for an International Travel Grant for Research from the Texas A&M University College of Education International Programs Enhancement and Coordination Committee, 1994. ($500)

Sadoski, M., & Henry, K. Proposal for Collaboration Between Anson Jones School and Texas A&M University for the Improvement of Literacy at Anson Jones School. Texas Education Collaborative. Co-director, 1993. ($3000)

Norton, D., & Sadoski, M. Training Institutes and Research on Children's Literature as a Road to Literacy. GTE Foundation. Co-Director, 1993-1995. ($75,000)

Sadoski, M. & Norton, D. Texas A&M University-King Foundation Summer Institutes for Teaching Writing in Schools. The Carl B. and Florence E. King Foundation. Director, 1992-1996. ($150,000)

Hall, R., & Sadoski, M. Proposal to Bring Three Major Speakers in Cognition to Texas A&M University in 1988-1989. Texas A&M University College of Education Steering Committee to Foster Educational Inquiry. Co-director, 1988-1989. ($3250)

Sadoski, M. & Goetz, E.T. Specifying and generalizing the relationships between imagery and affect in reading and experiencing text. Texas A&M University Organized Research Fund Contract No. ED-85-11, Principal Investigator, 1985. ($4800)

Sadoski, M. & Wiseman, D. Videotaping exemplary reading instruction lessons for undergraduate instruction and critique. Texas A&M University Center for Teaching Excellence Incentive Grant for Teaching, 1984. ($1000)

Sadoski, M. Imagery, affect, and processing strategies in reading and remembering text. Texas A&M University Organized Research Fund Contract No. ED-84-16, Principal Investigator, 1984. ($6000)

Sadoski, M. Brazos Valley Writing Institute. Component 2 of Educational Consolidation and Improvement Act Grant 21-902 to the Brazos Valley Cooperative Teacher Education Center, 1984. ($4500)

Sadoski, M. & Denton, J.D. IRL research monographs series. Texas A&M University College of Education Steering Committee to Foster Inquiry, Co-director and editor, 1982-1983. ($3500)

Sadoski, M. Research on children's use of imagery in the comprehension and recall of stories in reading books. Texas A&M University mini-grant for research, Principal Investigator, 1982. ($200)

Sadoski, M. The empirical evaluation of an instrument to assess reading comprehension programs on six key theoretical dimensions. Texas A&M University Organized Research Fund Contract No. ED-82-18, Principal Investigator, 1982. ($780)

Sadoski, M. How secondary reading educators feel about reading: A survey. Research project for the Associated Reading Councils of Connecticut, Principal Investigator, 1979. ($500)

Editing and Reviewing

Editorial Board, Reading Psychology, volumes 11-30, 1990-2010.

Editorial Board, Reading and Writing, volumes 14-23, 2001-2010.

Editorial Board, Information Design Journal (formerly Document Design), volumes 1-11, 1999-2010.

Editorial Board, National Reading Conference Yearbook, 1987, 1988, 1990, 1993, 2001-2008.

Editorial Board, Reading Research Quarterly, volumes 24-41, 1989-2008.

Editorial Board, Journal of Literacy Research (formerly the Journal of Reading Behavior) volumes 22-36, 1990-2005.

Editorial Board, McGraw Hill Teacher Education Series, 2005-present.

Guest Reviewer, Journal of the American Medical Association, 2008

Guest Reviewer, Annals of Behavioral Science and Medical Education, 2008

Guest Reviewer, European Journal of the Psychology of Education, 2008

Guest Reviewer, Language Learning, 1996-2002, 2007, 2008.

Guest Reviewer, Research in the Teaching of English, 1995-1997, 2008.

Guest Reviewer, Medical Education, 2007

Guest Reviewer, Language and Education, 2007

Guest Reviewer, Applied Psycholinguistics, 2006-2007

Guest Reviewer, Learning and Individual Differences, 2006-2007

Guest reviewer, International Journal of Language and Communication Disorders, 2006

Guest Reviewer, American Educational Research Journal, 2005-2006.

Guest Reviewer, Quarterly Journal of Experimental Psychology, 2004

Guest Reviewer, Behavioral Research Methods, Instruments, and Computers, 2004

Guest Reviewer, Mentoring and Tutoring: Partnership in Learning, 2004

Guest Reviewer, Scientific Studies of Reading, 1998-2000, 2004.

Guest Reviewer, Journal of Educational Psychology, 1993-2003, 2006-2007.

Guest Reviewer, Mentoring & Tutoring: Partnership in Learning, 2003.

Guest Reviewer, Field Methods, 1999.

Guest Reviewer, Contemporary Educational Psychology, 1996.

Guest Reviewer, Reading and Writing, 1992, 1993, 1995.

Guest Reviewer, National Reading Conference Yearbook, 1992.

Guest Reviewer, Reading Research Quarterly, 1983-1988.

Guest Reviewer, Journal of Reading Behavior, 1986-1989.

Guest Reviewer, Reading Teacher, 1989.

Guest Reviewer, Reading Psychology, 1987-1989.

Program Review Committee, National Reading Conference, 1986, 1987, 1989, 1991-2002.

Program Review Committee, Special Interest Group in Basic Research in Reading and Literacy, American Educational Research Association, 1998, 1999, 2000.

Proposal Reviewer, Social Sciences and Humanities Research Council of Canada, 1997, 2000,

2002.

Program Review Committee, American Educational Research Association, Division C, 1989, 1994, 1995.

Program Review Committee, Southwest Educational Research Association Conference, 1983, 1984, 1985, 1991.

Reviewer of prepublication book proposal for the International Reading Association, 2002.

Reviewer of prepublication textbook manuscripts and proposals for Houghton-Mifflin Co., St. Martin's Press, Lawrence Erlbaum Associates, and Guilford Press, 1988-present.

Chapter Reviewer, chapter 10, "Language Comprehension and Production" in A. Paivio (1986). Mental representations: A dual coding approach. New York: Oxford University Press.

Manuscript Reviewer, First International Reading Association Outstanding Dissertation Monograph: Spivey, N. N. (1985). Discourse synthesis: Constructing texts in reading and writing. Newark, DE: International Reading Association.

Citations and Awards Subcommittee on the Outstanding Research Award, International Reading Association, 1983-1985. (This committee reviews and selects the outstanding dissertations in reading worldwide for each academic year).

Technical papers series reviewer, Texas A&M University Instructional Research Laboratory, 1981-1991.

III. Honors and Professional Recognition

Invited to join the Department of Humanities in Medicine and the Office of Medical Education, College of Medicine, Texas A&M University Health Science Center (September, 2004-present at 75% time).

Distinguished Research Fellow, Texas A&M University College of Education, 1991-2001; reviewed and re-awarded, 2001-2011. Externally reviewed award.

External Adjudicator for Ph.D. in Education, Monash University, Australia, 2007

Invited address to the NATO Advanced Study Institute on Literacy Acquisition, Assessment, and Intervention: The role of phonology, orthography, and morphology. Il Ciocco, Tuscany, Italy. See Sadoski, M. (2001, November).

External Examiner for Ph.D. in Education, University of New South Wales, Australia, 2000

Certificate of Recognition, Texas A&M University College of Education, for chairing the College’s Outstanding Dissertation Award winner for 1999

Awarded a joint faculty appointment in the Department of Educational Psychology, Texas A&M University, 1999

Invited opening address at the First International Conference on Document Design, Tilburg, The Netherlands, 1998

Grant Proposal Reviewer, Social Sciences and Humanities Research Council of Canada, 1997, 2000, 2002.

Distinguished Alumnus Award, Southern Connecticut State University, 1994

Nominated by the College of Education of Texas A&M University for a University Distinguished Achievement Award in Research, 1992, 1993, 2000, 2007

Listed in Who’s Who in the World, 14th-26th eds., 1997-2009.

Listed in Who’s Who in America, 51st-63rd eds., 1997-2009.

Listed in Who's Who in American Education, 4th-8th ed., 1990-2008.

Listed in Men of Achievement, 14th ed., 1992; 15th ed., 1996.

External Examiner for Ph.D. in Education, University of Waikato, New Zealand, 1990

Honor Society of Phi Kappa Phi, inducted 1988.

Spencer Fellow (alternate), National Academy of Education, 1987.

Certificate of Research Achievement, Texas A&M University College of Education, 1984.

Finalist, Outstanding Dissertation Award Competition, International Reading Association, 1982.

Article selected for the William S. Gray Research Collection in Reading, Alvina Truet Burrows Institute. (See Sadoski, 1980.)

Research Assistantship, Bureau of Educational Research, University of Connecticut, 1979.

New England Reading Association Memorial Scholarship, 1979.

IV. Professional Service Activities

Offices, Leadership, and Committee Memberships – International, National, and State Professional Organizations

Recommending Committee for the Second International Document Design Conference, 2003.

Policy & Legislative Committee, National Reading Conference, 1998-2002

Edward Fry Outstanding Book Award Committee, National Reading Conference, 1994-1996, 2000.

Publications Committee, Society for the Scientific Study of Reading, 1995-1998; Chair, 1996-1998.

Outstanding Book Award Committee, American Educational Research Association, 1994-1996.

National Reading Conference Field Council, State of Texas, 1992-1994.

Outstanding Research Paper Review Committee, Southwest Educational Research Association, 1992.

Citations and Awards Subcommittee on the Outstanding Research Award, International Reading Association, 1983-1984, 1984-1985.

Texas Special Interest Council on Research of the Texas State Council of the International Reading Association, Vice-President, 1983; President, 1984.

Annual Conference Committee Co-Chair For On-Site Arrangements, Center for the Expansion of Language and Thinking, 1982-1983.

Connecticut Association for Reading Research, Executive Committee, 1979.

Associated Reading Councils of Connecticut, Secondary Interest Group Chairman, 1978.

Connecticut Education Association, Public Relations Commission Chairman, 1973-1975.

Outreach Activities - Professional Service to Schools and Public Institutions

Sadoski, M., & Joshi, R. M. Verizon Scholars Program. Outreach program funded by the Verizon Corporation for preparing Master Reading Teachers, 2003-2006.

Director (1995-1997, 2006) and Co-director (2003-2005, 1991-1995) of the Reading Clinic, a diagnostic and remedial facility for children and adults with serious reading problems. Outreach project of the Dept.of TLAC, Texas A&M University.

Sadoski, M., & Norton, D. Texas A&M University - King and GTE Foundations Summer Writing Institutes. College Station, Texas, 1992-1997. Externally funded outreach project.

Sadoski, M. Content Area Reading Strategies. Inservice presentation to the Katy, TX, ISD, February, 1996.

Member of the Language Arts Task Force, Austin, TX, ISD, 1993-1994.

Sadoski, M. Reading in the Content Areas. Inservice presentation to the Hempstead, TX, ISD. February, 1994.

Sadoski, M., & Norton, D. Texas A&M University - King and GTE Foundation Writing Institute Winter Conference. College Station, TX, January, 1994.

Norton, D., & Sadoski, M. 1992 GTE Institute on Literature and Literacy, College Station, TX, November 1992.

Television appearance, "15 Magazine," KAMU-TV, Public Broadcasting Service, March 14, 1991. Topic: Mental imagery in reading and remembering.

Director, Brazos Valley Writing Institute, Sponsored by the Brazos Valley Cooperative Teacher Education Center and Texas A&M University. College Station, Texas, 1985-1986.

Sadoski, M. & Wiseman D. The writing process and writing across the curriculum. Inservice presentation to the faculty of the College Station ISD, College Station, Texas, October, 1984.

Sadoski, M. Study Skills. Presentation to the faculty and senior class of Allen Academy, Bryan, Texas, September, 1984.

Sadoski, M. & Stansell, J. Checking for understanding without tests. Inservice presentation to the Spring ISD. Spring, Texas, August, 1984.

Sadoski, M. Structured overviews for secondary vocabulary organization. Bryan ISD, Bryan, Texas, August, 1982.

Sadoski, M. Introduction to miscue analysis studies. Milford Public Schools, Milford, Connecticut, June, 1981.

Sadoski, M. Phonics in perspective. North Branford Public Schools, North Branford, Connecticut, May, 1980.

Sadoski, M. Improving comprehension through the ReQuest Procedure. North Branford Public Schools, North Branford, Connecticut, May, 1980.

Sadoski, M. & Page, W.D. Introduction to miscue analysis. Guilford Public Schools, Guilford, Connecticut, February and March, 1980.

Archambault, F.X., Sadoski, M., et al. A report on the 1978-1979 Connecticut Assessment of Educational Progress in Reading. Two public hearings: New Haven, Connecticut, January, 1980; Hartford, Connecticut, January, 1980.

Behuniak, P., Sadoski, M., et al. Standard setting techniques for local competency testing in reading and math. Newington Public Schools, Newington, Connecticut, November, 1979.

Page, W.D., & Sadoski, M. Introduction to miscue analysis. Guilford Public Schools, Guilford, Connecticut, April and May, 1979.

Sadoski, M. Reading in the content areas. Seventeenth Annual Teachers' Institute, Diocese of Bridgeport, Bridgeport, Connecticut, March, 1979.

Sadoski, M. Reading and risk-taking. Ridgefield Public Schools, Ridgefield, Connecticut, March, 1979.

Offices, Leadership, and Committee Memberships - Texas A&M

Curriculum Committee, College of Medicine, Texas A&M Health Science Center.

Curriculum Study Group, College of Medicine, Texas A&M Health Science Center.

Curriculum Coordinating Group, College of Medicine, Texas A&M Health Science Center. College-wide curriculum revision committee to respond to accreditation report of the Laision Committee for Medical Education, the accrediting body of medical schools, 2004-2006.

University Distinguished Lectures Committee, 2001-2005, Vice-chair, 2003-2004, Chair, 2004-2005.

Texas A&M University College of Education Delegation to Doha, Qatar, September 2004. Part of an international cooperative curriculum project of which I was a member between Texas A&M University and Qatar University, 2004-2005.

University “W” (Writing ) Course Advisory Committee, 2003-2006.

Department of Teaching, Learning and Culture, Tenure and Promotion Committee, Chair, 2004-2005.

Department of Teaching, Learning, and Culture Faculty Search Committee, Reading, 2004-2005

Department of Teaching, Learning, and Culture Annual Faculty Evaluation Committee, 2003, 2007,

2008

Association of Former Students Distinguished Achievement Awards Committee, 2001-2003.

University Tenure Mediation Committee (elected) 1999-2002, (re-elected) 2002-2005.

Search Committee for Department Head of Educational Curriculum & Instruction, 2002-2003.

College of Education Distinguished Research Fellows Selection Committee, 1992-2003.

Who’s Who in American Colleges and Universities Committee, 1996, 1998.

College of Education Outstanding Dissertation Awards Committee, 1991-1996, 1998.

Search Committee for Department Head of Educational Curriculum & Instruction, 1997-1998.

College of Education Nominating Committee for University Distinguished Professor, 1993, 1997, 2003.

College Of Education Ad Hoc Committee on the Literacy Center for the George Bush Presidential Library, Chair, 1996.

College Of Education Tenure and Promotion Committee (elected), 1994-1996, Chair, 1996.

Reviewer, College of Education Research Proposals, 1990-1991, 1995.

Editorial Reviewer of NCATE Accreditation Report, 1989-1991.

Search Committee for EDCI Faculty Position in Mathematics Education, 1989-90.

Committee for Selecting Outstanding EDCI Graduates for Recognition at the College of Education's Twentieth Anniversary, 1989.

Faculty Advisory Committee, College of Education, 1989-1991, Secretary, 1989-1990.

Knowledge Base for Teacher Education Conference Co-Chair, 1987.

Search Committee for EDCI Faculty Position in Educational Foundations, 1986-1987.

Steering Committee for School/University Collaborative Research, 1986-1987.

King Foundation English Scholars Committee, 1986-1991.

College of Education Dean's Advisory Committee on Research, 1986-1987.

Steering Committee to Foster Educational Inquiry, Co-Chair of Subcommittee for Organized Research Funds, 1983-1984, Chair of Subcommittee for Organized Research Funds, 1984-1985, Full Committee Chair, 1986-1988.

Ammon/Underwood Scholarship Committee, 1984-1985.

Conference on Teacher Performance Evaluation, Group Coordinator, 1985.

Ad Hoc Committee to select speakers for the College of Education's Presidential Lecture Series, 1984.

Committee to Review Academic Foundations for the EDCI Secondary Teaching Program, 1984.

Research Assistance Laboratory, Faculty Associate, 1983-1989.

Project for Teaching Excellence, Task Force Coordinator, 1982-1984.

EDCI Faculty Evaluation Committee, 1982-1984, 1986-1987, 1996-1997. (Elected by faculty.)

NCATE Self-Study Special Activities Committee, 1982.

Graduate Student Admissions Assessment Committee, 1982.

Faculty Representative Council, 1982-1984. (Elected by faculty.)

Committee for the Study of Cognitive Science, 1986-1989; Imagery Group Coordinator, 1987-1988.

Reading/Language Development Inquiry Group, 1980-1988.

Cognition and Instruction Inquiry Group, 1985-1988.

Instructional Research Laboratory Governance Council, 1980-1990.

Professional Associations

International Reading Association

National Reading Conference

Society for the Scientific Study of Reading

American Educational Research Association

National Conference on Research in Language and Literacy

V. Extracurricular, Community and Civic Activities

Statistical Officer, NRA Collegiate Sectional Pistol Championships, 1991,1992

Scoring Official, National Collegiate Pistol Championships, Olympic Training Center, 1990.

Federal Aviation Administration Accident Prevention Counselor, Southwest Region, 1989-1991.

Texas A&M University Pistol Team, Faculty Advisor and Assistant Coach, 1981-1991

College Station, Texas, Parks and Recreation Department Swimming Team, Timing Official, 1981-1991.

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