Anne W. Graves, Ph.D.
Anne W. Graves, Ph.D., has taught and conducted research at SDSU
since 1990 with a focus on instruction in reading and writing for
learners with disabilities from diverse backgrounds. Her book with
Jana Echevarria is currently being revised for 5th edition
publication: Sheltered content instruction: Teaching English-language learners with diverse abilities . Beginning
in 1975, Graves taught in public schools and conducted research
to learn more about adaptations that will improve instruction for individuals with disabilities resulting in numerous publications in refereed
journals and book chapters, as well as over 100 presentations since
1975 at local, state, and international conferences including
presentations of research at Pacific Coast Research Conference,
International Association for Learning Disabilities, and American
Education Research Association.
In recent years, Graves has been part of a research team at
San Diego State that has designed studies of intensive small group
instruction for struggling readers in culturally and linguistically
diverse settings. Recent funding from the Department of Education will support Bilingual Candidates who seek credentials in both multiple or single subjects and special education and will also support research to explore the development of improved instructional and educational approaches.
When she served as department chair from 2006 to 2013, Graves was actively involved in
National Council for Accreditation of Teacher Education (NCATE),
Council for Exceptional Children (CEC), and California Commission on
Teacher Credentialing (CCTC) accreditation reports and processes as
well as Department, College of Education, and University operations.
Graves is currently the Principal Investigator on a five year grant from the Federal Office of English Language Acquisition entitled ADELANTE. In collaboration with the Dual Language Education Department, credential candidates involved are speakers of both Spanish and English. They are placed in bilingual classrooms and receive professional development in the context of family and community collaboration in addition to their special preparation to teach students in dual language learning environments from birth to post-secondary. Among their numerous practica experiences, they are small group interventionists with struggling readers for at least nine weeks at a local elementary school where 99% of the student population are from diverse backgrounds, the majority of whom are Latino.