Laurice Joseph

Laurice M. Joseph is professor and program chair of school psychology in the Department of Educational Studies. She also serves as affiliated faculty in the special education program.

• PhD, School Psychology, The Ohio State University, 1997
• MA, Special Education and School Psychology, The Ohio State University, 1988
• BS, Special Education, Teacher Education and Reading, University of Dayton, 1985

• Adolescent and At-Risk Youth
  • Academic achievement
• Child Development
  • Academic learning
• Literacy
  • Effectiveness of instructional approaches to help students improve their reading skills
• School Psychology
  • Train school psychologists to evaluate effects of academic interventions
• Special Education
  • Improve educational outcomes got those identified with disabilities

My teaching expertise consist of preparing future professionals within a scientist-practitioner response to intervention model so that they will have the knowledge and the skills to make decisions based on empiricist principles. These foundations are achieved through teaching methods that consist of direct instruction and application through field-based service learning experiences. Courses I have taught in the last four years include: Linking Academic Assessment to Intervention, Roles and Function of School Psychologists, Psychological Services of Early Childhood Education, and Assessment of Academic Achievement.

My research expertise center around making a difference in children's lives by improving their environmental conditions, especially their instructional conditions. I accomplish this through examining the effectiveness and efficiency of instructional interventions, particularly literacy interventions on the behaviors and academic performance of children and youth.

• P-12 Scholar Award at The Ohio State University
• Society for the Study of School Psychology Early
• Career Scholar Award
• Northwest Ohio School Psychologist of the Year Award
• Ohio School Psychologist Association Presidential Award
• University of Dayton Daniel Leary Research Award

• Ohio Department of Education Project Title: Implementing an RTI model to address literacy needs. (2006-07)
• P-12 Scholar Outreach and Engagement Research Grant Comparison of Three Variations of Repeated Reading Lessons on Student Comprehension and Reading Passage Performance.  (2005-06).
• State Superintendent’s Task Force for Preparing Special Education Personnel. Comparison of Types of Corrective Feedback on Children’s Fluency Performance During Repeated Readings. Principal Investigator.(2004-05)
• Society for the Study of School Psychology: Comparison of Word Recognition Techniques (2004-2005)
• State Superindentent’s Task Force for Preparing Special Education Personnel  (2004)
• Society for the Study of School Psychology Research grant: Differential Effects of three word recognition techniques on students word recognition, phoneme segmentation, and spelling performance. (2002). 

• Joseph, L. M. (2014). Planning interventions for students with reading problems. In A. Thomas and P. Harrison (Eds). Best Practices in School Psychology volume VI. Bethesda, MD:  National Association of School Psychologists.
• Morgan, S. R. & Joseph, L. M. (2013). Using Self-questioning, summarizing, and self-monitoring to increase reading comprehension in inclusive middle and high school classrooms. In R. T. Boon & V. Spencer. Reading Comprehension Strategies to Promote Adolescent Literacy in the Content-Areas for the Inclusive Classroom. Baltimore, MD, USA: Paul H. Brookes.
• Joseph, L. M., Eveleigh, E., Konrad, M., Neef, N., & Volpe, R. (2012). Comparison of the efficiency of two flashcard drill methods on children’s reading performance. Journal of Applied School Psychology.28, 317-337.
• Joseph, L. M., Konrad, M., Cates, G., Vajcner, T, Eveleigh, E., & Fishley, K. (2012).  A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools.49, 122-136.
• Konrad, M. Helf, S., & Joseph, L. M. (2011). (Lead Article) Evidence-based instruction is not enough:  Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47, 67-74.
• Volpe, R., Mule, C., Briesch, A. Joseph, L. M. & Burns, M. (2011) A comparison of two flashcard drill methods targeting word recognition.  Journal of Behavioral Education, 20, 117-137
• Joseph, L.M., & Eveleigh, E. (2011). A review of the effects of self-monitoring on the reading performance of students with disabilities. Journal of Special Education, 45, 43-53.
• Schisler, R., Joseph, L. M., Konrad, M. & Morgan, S. (2010). Comparison of the   effectiveness and efficiency among oral and written retellings and passage review as strategies for comprehending text Psychology in the Schools, 47,       135-     152.
• Joseph, L. M. & Schisler, R. (2009). Should adolescents go back to basics? A review of teaching word reading skills to middle and high school students. Remedial and Special Education,30, 131-147.
• Joseph, L. M. & Konrad, M. (2009). Teaching students with intellectual or developmental disabilities to write: A review of the literature. Research in        Developmental Disabilities, 30, 1-19.
• Joseph, L. M. (2008). Planning interventions for students with reading problems. In A. Thomas and J, Grimes (Eds). Best Practices in School Psychology volume V. Bethesda, MD:  National Association of School Psychologists.
• Nist, L. & Joseph, L. M. (2008). Effectiveness and efficiency of variations of flashcard drills on word recognition, maintenance, and generalization. School Psychology Review, 37, 294-308.
• Joseph, L. M. & Schisler, R.  (2007). Getting the “Most Bang for Your Buck” Comparison of the effectiveness and efficiency of phonic and whole word reading techniques during repeated reading lessons. Journal of Applied School Psychology, 24. I I  69-90.
• Schmidgall, M. & Joseph, L. M. (2007). Comparison of phonic analysis and whole word reading on first graders’ cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency. Psychology in the Schools. 44, 319-332.
• Joseph, L. M & Nist, L. (2006). Comparing the Effects of Unknown-Known Ratios on Word Reading Learning Versus Learning Rates. Journal of Behavioral Education, 15, 69-79.
• Joseph, L. M. (2006). Understanding, Assessing, and  intervening on reading problems: A guidebook for school psychologists and other educational consultants.  Bethesda, MD: National Association of School Psychologists.

• Durst, E. & Joseph, L. M. (2014). Helping Children Perform Phoneme Skills Independently By Systematically Deintensifying Interventions. Paper presentation at National Association of School Psychologists, Washington, DC.
• Joseph, L. M. Johnson, T., Vondrisca, M., & Woeste, A. (2014) Effects of the Number of Repeated Readings on Reading Comprehension. Presentation at National Association of School Psychologists, Washington, DC
• Joseph, L. M & Whitehouse, S. (2014). Multi-tired Interventions across Critical Reading Components for English Language Learners. Presentation at   National Association of School Psychologists, Washington, DC
• Durst, E.& Joseph,L. M. (2013) Scaffolding Preschoolers’ Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes. Presentation at Ohio School Psychologists Association Spring Conference, Columbus, Ohio.
• Whitehouse, S. & Joseph, L. M. (2013) Multi-tired reading interventions for English Language Learners (ELL). Presentation at Ohio School Psychologists Association, Spring Conference, Columbus, Ohio.
• Noltemeyer, A., Joseph, L. M., & Kunesch, C. E., (2012) "Phonics versus whole word drill: Effects on word reading." Presented at National Association of School Psychologist. Philadelphia, Pennsylvania
• Konrad, M, Helf, S., & Joseph, L., (2011). Strategies for increasing instructional efficiency to close the achievement gap. Presented at Council for Exceptional Children. Gaylord National Hotel. National Harbor, MD,
• Joseph, L. M & Eveleigh, E. (2010) Instructional efficiency of two word recognition flashcard drill methods. Paper presentation at National Association of School Psychologists, Chicago, IL.
• Joseph, L. M. & Eveleigh, E. (2010) Expanding students’ capacity and opportunities through self-monitoring. Paper presentation at National Association of School Psychologists, Chicago, IL.
• Konrad, M. & Joseph, L. M. ( 2008). A review of the writing intervention literature for individuals with intellectual disabilities. Association for Applied Behavior Analysis International, Chicago, IL.
• Joseph, L. M. (2007). Efficiency of interspersal versus traditional and phonic word reading methods. Paper presented at National Association of School Psychologists convention,  NY, NY.
• Burns, M. K., Boice, C., Szadokierski, I., Cates, G. L. & Joseph, L. M. (2007). Opportunities to respond research and applications in school psychology. Symposium At National Association of School Psychologists, NY, NY.
• Joseph, L. M. & Schisler, R. (2006). Effectiveness and efficiency of corrective feedback methods during repeated readings. 28th International Conference on Learning Disabilities, McLean, VA.