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 4 th 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.  

Education

Ph.D. (1984) Behavioral Disabilities and Educational Psychology, University of Wisconsin, Madison
M.A. (1978) Learning Disabilities, University of Virginia, Charlottesville
B.A. (1976) History, Randolph-Macon College, Ashland, Virginia

Selected Publications:

• Echevarria, J. & Graves, A. (2015).  Sheltered content instruction:  Teaching English learners with diverse abilities (5th ed.). Los Angeles, CA:  Allyn & Bacon.
• Graves, A. W., Brandon R.R., Duesbery, L., McIntosh, A.S., & Plye, N.B. (2011). The effects of tier II literacy instruction in sixth grade: Toward the development of a response to intervention model in middle school. Learning Disability Quarterly. 32(1), 73-86.
• Graves, A. W., Duesbery, L., Brandon R.R., McIntosh, A.S. (2010). Two studies of tier II literacy development: Throwing sixth graders a lifeline. Elementary School Journal 111(4), 641-661.
• Echevarria, J. & Graves, A. (2010).  Sheltered content instruction:  Teaching students with diverse needs (4th ed.). Los Angeles, CA:  Allyn & Bacon.
• Graves, A. W. & Rueda, R. (2008). Teaching Written Experssion to Culturally and Linguistically Diverse Learners. In G. Troia (Ed.), Instruction and Assessment for Struggling Writers:  Evidence-Based Practices. NewYork, NY: Guildford.
• McIntosh, A., Graves, A., & Gersten, R. (2007). The effects of response to intervention on literacy development in multiple language settings. Learning Disability Quarterly , 30 (3), 197-212.
• Graves, A. (2006). Writing Instruction for English Learners. In  J. Hooker, J. Klingner, L. Baca, & J. Patton (Eds.), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners. New York, NY:  Merrill/Pearson.
• Gersten, R., Baker, S., Haager, D., & Graves, A. W. (2005). Exploring the role of teacher quality in predicting reading outcomes for first grade English learners:  An observational study. Remedial & Special Education . 38 , 212-222.
• Graves, A. W., Plasencia-Peinado, J., Deno, S., & Johnson, J. (2005). Formatively evaluating the reading progress of first-grade English learners in multiple language classrooms. Remedial & Special Education . 38, 245-255.
• Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice , 19 (4), 262-272.