Beth Meisinger, Ph.D.

Associate Professor, Director of School MS/PhD Program

Psychology Building Room 360
Office Hours
12-3 Mon-Thurs, 3-5 Fri
Beth Meisinger, Ph.D.


Ph.D., University of Georgia
M.A., University of Georgia
B.A., University of North Carolina, Chapel Hill

Research Interests

  • Development of Oral and Silent Reading Fluency
  • Assessment of Children with Reading Disabilities
  • Literacy Interventions

Representative Publications

Dr. Meisinger's line of research focuses on the development of oral and silent reading skills in typically developing and at-risk readers. Many of her publications are co-authored with students (highlighted with *s below) which are products of student milestone projects (i.e., thesis or dissertation) and other studies coordinated through her research laboratory, the LIGER lab (Laboratory InvestiGating Elementary Readers). Her publications, related citations, and collaborators are evident on her Google Scholar Page. Several themes have emerged across this line of research.

1. Empirical Contributions to Reading Fluency Assessment. Much of the work conducted in the LIGER lab seeks to address the shortcomings of assessment practices or tools available to practitioners and researchers who are interested in text-level reading.

  • *Taylor, C., Meisinger. E. B., & Floyd, R. G. (2016). Disentangling verbal instructions, experimental design, and sample characteristics: Results of curriculum-based measurement of reading research. School Psychology Review, 45, 53-72.
  • 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.
  • 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.

2. Understanding the Relation of Reading Fluency and Comprehension Across Modality. The relations between oral and silent reading fluency and comprehension, and the extent to which various reading subcomponents (e.g., phonological awareness, RAN, word reading skills, vocabulary) to contribute uniquely to these skills, has been examined in typically-developing and SLD readers.

  • Meisinger, E. B., *Breazeale, A. M., & Davis, L. H. (in press). Word- and text-level reading difficulties in students with dyslexia. Learning Disabilities Quarterly.
  • *Younger, R. L. & Meisinger, E. B., (in press). Group stability and reading profiles of students with dyslexia: A double deficit perspective. Learning Disabilities Quarterly.
  • *Price, K. W., Meisinger, E. B., *D’Mello, S., & Louwerse, M. M. (2016). The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, 37, 167-201.
  • Floyd, R. G., Meisinger, E. B., Gregg, N., Keith, T. Z. (2012). An explanation of reading comprehension across development using models from tell–Horn–Carroll theory: Support for integrative models of reading. Psychology in the Schools, 48, 725-743.
  • Schwanenflugel, P.J., Meisinger, E. B., Wisenbaker, J., Kuhn, M., & Morris, R. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 469-522.

3. Identifying the Transition to Silent Reading. A series of studies has also focused on identifying when kids transition from oral to silent reading by focusing on the impact of modality on passage comprehension.

  • *Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2019). The influence of oral versus silent reading on reading comprehension in students with reading disabilities. Learning Disability Quarterly, 42, 105–116.
  • *Dickens, R. H., & Meisinger, E. B. (2017). Examining the effects of reading modality and passage genre on reading comprehension in middle school students. Reading Psychology, 38, 321-347.
  • *Dickens, R. H., & Meisinger, E. B. (2016). Examining the effects of skill level and reading modality on reading comprehension. Reading Psychology, 37, 318-337.

4. Fluency-Oriented Reading Interventions. Dr. Meisinger also has long-standing interest in reading fluency-oriented interventions.

  • Kuhn, M. R., Schwanenflugel, P J., Stahl, K. D., Meisinger, E. B., & Groff, C. (2013). Fluency-oriented reading instruction. In T. Rasinski & N. Padak (Eds.), Fluency to comprehension: Teaching practices that work (pp. 166-178). New York, NY: Guilford Press.
  • Schwanenflugel, P. J., Kuhn, M. R., Morris, R. P., Morrow, L. M., Meisinger, E. B., Woo, D. G., & Quirk, M. (2009). Insights into fluency instruction: Short- and long-term effects of two reading programs. Literacy Research and Instruction, 48, 318-336.
  • 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.
  • Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36, 111-140.

Courses Taught

Dr. Meisinger has taught an array of courses at the graduate (G) and undergraduate (U) levels. These courses generally focus on evidenced-based approaches to promoting the academic success and mental health of children and adolescents. These courses include the following:

  • PSYC 7805 Psychological Consultation (G)
  • PSYC 7806 Interventions in School Psychology (G)
  • PSYC 7807 Advanced Interventions in School Psychology: Academic Interventions (G)
  • PSYC 7614b Consultation & Intervention Practicum in School Psychology (G)
  • PSYC 8809: Advanced Practicum in School Psychology (G)
  • PSYC 3103 Child Development (U)
  • PSYC 3020 Research & Statistics II (U)