Gina Biancarosa is the Ann Swindells Chair in Education and a full professor in the Department of Special Education and Clinical Sciences in the College of Education at the University of Oregon. She also retains a courtesy appointment in the Department of Educational Methodology, Policy, and Leadership, where she continues to mentor doctoral candidates. Biancarosa currently serves on the UO Senate and the Senate Budget Committee. She conducts her research at the Center on Teaching and Learning.
Biancarosa’s research centers on questions related to more precise and informative measurement of reading, especially of reading comprehension, and modeling of growth in reading over time. To date, she has led the development of MOCCA, a diagnostic measure of cognitive processes involved in reading comprehension for Grades 3-5, and DIBELS 8th Edition, which now covers kindergarten through eighth grade and offers better precision and more information for teachers than previous editions. Biancarosa’s research has been published in top peer-reviewed journals, such as the Journal of Educational Measurement, Educational and Psychological Measurement, Assessment for Effective Intervention, Journal of School Psychology, Reading and Writing, Learning and Individual Differences, and Elementary School Journal. She serves as an Associate Editor of the British Journal of Educational Psychology, on the editorial boards of Educational Assessment, Elementary School Journal, and Reading Research Quarterly, and has served as a reading, adolescent literacy, and applied measurement expert on several review panels, including panels for IES, NAEP, PISA, and the Oregon Department of Education.
Before coming to UO, she was a reading specialist and after-school teacher in Massachusetts and completed her Master’s and Doctoral studies in Language and Literacy at the Harvard Graduate School of Education. She also completed a three-year Institute of Education Sciences (IES) sponsored post-doctoral fellowship at Stanford University. She has received over $3 million in external funding for her research from IES, the Spencer Foundation, and Carnegie Corporation of New York, as well as $100,000 in internal funding for curricular endeavors at UO. Biancarosa regularly teaches courses on measurement and assessment and applied statistics, as well as occasional courses on reading theory and methods.
Biancarosa recently was recognized as an inaugural Faculty Data Science Fellow as part of the UO’s Presidential Initiative in the Data Science. She will engage in 32 hours of training per term for an academic year and plans to utilize her training to use machine learning in the analysis of student reading patterns.
Ed.D., 2006, Harvard University
Major: Language and Literacy, 2006
Ed.M., 1999, Harvard University
Major: Language and Literacy
B.A., 1992, Boston College, summa cum laude
Major: English Literature
Honors and Awards
2016 Ann Swindells Chair in Education
2016 Spencer Midcareer Training Grant, Spencer Foundation
2015 Distinguished Teaching Award, University of Oregon, College of Education
2005 Selected Participant, Fourth European Graduate School on Reading Research
2002 – 2005 Spencer Research Training Grant, Harvard Graduate School of Education
2000 – 2001 Roy E. Larsen Award, Harvard Graduate School of Education
1989 Golden Key National Honor Society Inductee
1989 Phi Beta Kappa Inductee
1987 Gasson Scholar, Boston College
Davison, M. L., Biancarosa, G., Carlson*, S. E., & Seipel, B. (in press). Preliminary findings on the computer administered Multiple-choice Online Causal Comprehension Assessment (MOCCA), a diagnostic reading comprehension test. Assessment for Effective Intervention.
Griffiths*, G., Sohlberg, M., Kirk, C., Fickas, S., & Biancarosa, G. (2016). Evaluation of reading comprehension strategy use to improve reading comprehension of adult college students with acquired brain injury. Neuropsychological Rehabilitation, 26(2), 161-190. DOI:10.1080/09602011.2015.1007878
Biancarosa, G., & Cummings, K. D. (2015). New metrics, measures, and uses for fluency data: An introduction to a special issue on the assessment of reading fluency. Reading & Writing, 28(1), 1-7. DOI: 10.1007/s11145-014-9516-1 18.
Baker, D. L., Biancarosa, G., Park*, B. J., Bousselot*, T., Smith. J., Baker, S. K., Kame’enui, E. J., Alonzo, J., & Tindal, G. (2015). Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8. Reading & Writing, 28(1), 57-104. DOI: 10.1007/s11145-014-9505-4
Cummings, K. D., Biancarosa, G., Schaper*, A., & Reed, D. K. (2014). Examiner error in curriculum-based measurement of oral reading. Journal of School Psychology, 52(4), 361-375. DOI: 10.1016/j.jsp.2014.05.007
Reed, D. K., Cummings, K. D., Schaper*, A., & Biancarosa, G. (2014). Assessment fidelity in reading intervention research: A synthesis of the literature. Review of Educational Research, 84(2), 275-321. DOI: 10.3102/0034654314522131
Nese*, J. F. T., Biancarosa, G., Cummings, C., Kennedy*, P., Alonzo, J., & Tindal, G. (2013). In search of average growth: Describing within-year oral reading oral reading fluency growth across Grades 1-8. Journal of School Psychology, 51(5), 625-642. DOI: 10.1016/j.jsp.2013.05.006
Gina Biancarosa has a wide range of methodological expertise, including, but not limited to: research design, hierarchical linear modeling, longitudinal growth modeling, Rasch and IRT models, and value-added modeling.