Research Projects and Grants
- Center on Instruction—Special Education Strand*
- Dissemination Core, Texas Center for Learning Disabilities*
- Texas Reading First Initiative
- Professional development for the revised English and Spanish Texas Essential Knowledge and Skills, English Language Proficiency Standards, and Texas College and Career Readiness Standards
*MCPER projects
Boards, Committees, and Associations
- National Planning Committee, National Summit for Response to Intervention
- Board of Directors, Vaughn Gross Center for Reading and Language Arts
- Board of Directors, Capital School of Austin
- Member, American Educational Research Association, American Evaluation Association, American Psychological Association, Society for Research on Educational Effectiveness
Representative Publications
Refereed Articles
Becker, H., & Roberts, G. (2000). The inclusion inventory: A tool for measuring inclusiveness in school settings. Special Services in the Schools, 16, 57–72.
Becker, H., Roberts, G., Morrison, J., & Silver, J. (2004). Recruiting people with disabilities as research participants: Challenges and strategies to address them. Mental Retardation, 42, 471–475.
Harn, B., Linan-Thompson, S., & Roberts, G. (2007). Intensifying instruction: Does additional instructional time make a difference for the most at-risk first-graders? Journal of Learning Disabilities, 41, 115–125.
Roberts, G. (1999). Age effects and health appraisal: A meta-analysis. Journals of Gerontology, 54, 24–30.
Roberts, G. (2000). Health psychology. Social Science & Medicine, 50, 751–754.
Roberts, G. (2001). Evaluating costs and benefits of programs for children with serious health care needs. Evaluation and the Health Professions, 24, 72–83.
Roberts, G., Becker, H., & Seay, P. (1997). A process for measuring adoption of innovation within the supports paradigm. Journal of the Association for Persons With Severe Handicaps, 22, 109–119.
Roberts, G., Good, R., & Corcoran, S. (2006). Story retell: A fluency-based indicator of reading comprehension. School Psychology Quarterly, 32, 286–300.
Roberts, G., Mohammed, S., & Vaughn, S. (2010). Reading achievement across three language groups: Growth estimates for overall reading and reading sub-skills using the Early Childhood Longitudinal Survey. Journal of Educational Psychology, 102(3), 668–686.
Roberts, G., & Stuifbergen, A. (1998). Health appraisal models in MS. Social Science & Medicine, 47, 243–253.
Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with LD or at risk for LD. Learning Disabilities Research and Practice, 44, 439–454.
Stuifbergen, A., & Roberts, G. (1997). Health promotion practices of women with multiple sclerosis. Archives of Physical Medicine and Rehabilitation, 78, 3–9.
Vaughn, S., & Roberts, G. (2007). Secondary intervention in reading: Providing additional instruction for students at risk. Teaching Exceptional Children, 39, 40–46.
Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A. L., & Murray, C. S. (2010). Differences in relationship of oral reading fluency and high-stakes measures of reading comprehension. Assessment for Effective Intervention, 35(2), 67–77. doi:10.1177/1534508409339917
Book Chapters
Roberts, G. (2007). Response to intervention. In Hot Topics in K-12 Education. Washington, DC: Thompson.
Roberts, G., & Nowakowski, J. (2004). Addressing the summer learning loss: An evaluation of the Voyager Summer Reading Intervention Program. In G. Borman & M. Boulay (Eds.), Summer learning: Research, policies, and programs (pp. 165–182). Mahwah, NJ: Erlbaum.
Stuifbergen, A., Seraphine, A., & Roberts, G. (2000). Maximizing health in the context of chronic illness. In S. Funk, E. Tornquist, J. Leeman, M. Miles, & J. Harnell (Eds.), Key aspects of preventing and managing chronic illness (pp. 195–206). New York, NY: Springer.
Vaughn, S., Thompson, S., Woodruff, A., Murray, C., Wanzek, J., Scammacca, N., Roberts, G., & Elbaum, B. (2008). Effects of professional development on improving at-risk students’ performance in reading. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), School-wide Prevention Models: Lessons learned in elementary schools (pp. 115–142). New York, NY: Guilford Press.