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Gina Biancarosa

Gina Biancarosa's picture

Contact Info

Office Location: 
102R Lokey Education Building
Phone: 
541-346-2883
Faculty
Ann Swindells Chair in Education
Education: 
B.A., Boston College, summa cum laude, English Literature, 1992
Ed.M., Harvard, Language and Literacy, 1999
Ed.D., Harvard, Language and Literacy, 2006
Program(s): 
Research and Outreach Unit(s): 

Gina Biancarosa's research interests encompass measurement of reading processes, reading comprehension and meta-representational skill and development, heterogeneity of reading difficulties among grade 4-12 struggling readers, and the measurement and effects of literacy professional development for teachers and coaches.

Biancarosa is an associate professor in the Department of Educational Methodology, Policy, and Leadership. She also works at the Center for Teaching and Learning. 

Publications: 

Biancarosa has served as Carnegie Council on Advancing Adolescent Literacy Council coordinator and a co-author of "Time to Act," released September 15, 2009.

Other recent publications include articles in Written Language and Literacy and Educational Leadership; the National Governors Association report, Reading to Achieve: A governor's guide to adolescent literacy; and the book Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices.

Selected Recent Publications:

Biancarosa, G., & Shanley, L. (2016). What is fluency? In K. D. Cummings, & Y. Petscher (Eds.), The Fluency Construct (pp. 1-18). New York, NY:  Springer.

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

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

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  

Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. (2013). Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring the moderating effects of vocabulary and reading fluency. Applied Psycholinguistics, 34(4), 697-725. DOI: 10.1017/S0142716411000920

Research: 

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.