Beth Meisinger, Ph.D.
Associate Professor, School Psychology (Child and Family)
Ph.D., University of Georgia
M.A., University of Georgia
B.A., University of North Carolina, Chapel Hill
- Development of Oral and Silent Reading Fluency
- Assessment of Children with Reading Disabilities
- Literacy Interventions
- *Taylor, C. T., Meisinger, E. B., & Floyd, R. G. (2013). Variations in directions and overt timing on oral reading accuracy, fluency, and prosody. School Psychology Review, 42, 437-447
- Benjamin, R. G., Schwanenflugel, P. J., Meisinger, E. B., Groff, C., Kuhn, M., & Steiner, L. (2013). A spectrographically grounded scale for evaluating reading expressiveness. Reading Research Quarterly, 48, 105-133.
- *Price, K. W., Meisinger, E. B., *D’Mello, S., & Louwerse, M. M. (2012). Silent reading fluency
- using underlining: Evidence for an alternative method of assessment. Psychology in the Schools, 49,606-618.
- Kuhn, M., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and the definitions of fluency. Reading Research Quarterly, 45, 230-251.
- Meisinger, E. B., Bloom, J. S., & Hynd, G.W. (2010). Reading fluency: Implications for the assessment of children with reading disabilities. Annals of Dyslexia, 60, 1-17.
- Meisinger, E. B., Bradley, B. A., Schwanenflugel, P. J., Kuhn, M., & Morris, R. (2009). Myth and reality of the word caller: The relationship between teacher nominations and prevalence among elementary school children. School Psychology Quarterly, 24, 147-159.
- Kuhn, M., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D., Meisinger, E. B., Sevcik, R., Bradley, B. A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38, 357-387.