Linda H. Mason
Linda H. Mason, Ph.D.
Associate Professor of Education
lhm12@psu.edu
Education
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Ph.D. University of Maryland, College Park
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M.Ed. University of Maryland, College Park
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B.S. University of Texas at Austin
Research Interests
Literacy for students with special needs, curriculum development, reading and writing instructional methods, assessment, and inclusion. Dr. Linda H. Mason has a joint appointment in the Special Education program and the Children, Families, and Youth Consortium. Prior to completing her Ph.D., Dr. Mason taught special education in a general education elementary public school for 6 years, and was special education team leader for 2 of those years. Dr. Mason has experience in federally funded grant administration and completion. While completing her Ph.D. in Special Education at the University of Maryland in 2002, she served as project coordinator for an OSEP funded project, the Center for Accelerating Student Learning (CASL). Currently, she has completed the final study for an OSEP funded Field-Initiated grant in reading comprehension and writing, awarded to her in 2002 and has begun a new Goal 2 project in writing instruction for students with behavior disorders funded by IES.
Books
Mason, L.H., Reid, R., & Hagaman, J. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Baltimore: Brooks Publishing Co. Inc
Harris, K.R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Brooks Publishing Co. Inc.
Selected Journal Publications
Mason, L.H., Meadan, H., Hedin, L, & Cramer, A. (2012). A qualitative examination of intervention effects on students’ motivation for reading and writing. Reading and Writing Quarterly, 28, 70-96.
Berry, A., & Mason, L.H. (2012). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education, 33, 124-136.
Johnson, J., Reid, R., & Mason, L.H. (2011). Improving recall of high school students with ADHD. Remedial and Special Education. First published on May 5, 2011 as doi:10.1177/0741932511403502
Mason, L.H., & Hedin, L. (2011). Reading science text: Challenges for students with learning disabilities and considerations for teachers. Learning Disabilities Research and Practice, 26, 214-222.
Mason, L.H., Kubina, R., & Hoover, T. (2011). Effects of quick writing instruction for high school students with emotional and behavioral disabilities. Journal of Emotional and Behavioral Disorders, JEBD Online First, June 7, 2011 as doi: 10.1177/1063426611410429.
Mason, L.H., Kubina, R., Valasa, L.L., & Cramer, A. (2010). Evaluating effective writing instruction of adolescent students in an emotional and/or behavioral support setting. Behavioral Disorders, 35, 140-156.
Mason, L.H., Benedek-Wood, E., & Valasa, L. (2009). Quick writing for students who struggle with writing. Journal of Adolescent and Adult Literacy, 53, 313-322.
Mason, L.H., Kubina, R. & Taft, R. (2009). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44, 205-220.
Graham, S., Harris, K.R., Mason, L.H., Fink, B., Moran, S., & Saddler, B. (2008). Teaching handwriting in the primary grades: A national survey. Reading and Writing: An Interdisciplinary Journal, 21, 49-69.
Graham, S., Harris, K.R., Morphy, P., Fink, B., Saddler, S., Moran, S., & Mason, L.H. (2008) Primary grade teachers’ adaptation for poor spellers: A national survey. American Education Research Journal, 45, 796-825.
Mason, L.H. & Shriner, J. (2008). Self-regulated strategy development instruction for six elementary students with emotional behavioral disorders. Reading and Writing: An Interdisciplinary Journal, 21, 71-93.
Harris, K.R., Graham, S., & Mason, L.H. (2006). Self-regulated strategy development for 2nd-grade students who struggle with writing. American Educational Research Journal, 43, 295-340.
Mason, L.H., Hickey Snyder, K., Sukhram, D.P., & Kedem, Y. (2006). Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning. Exceptional Children, 73, 69-89.
Graham, S., Harris, K.R., & Mason, L.H. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
Mason, L.H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283-296.
Selected Grants Awarded
Mason, L.H. & Kubina, R. (2007-2011) Writing instruction for adolescents with behavior disorders: Scaffolding procedural learning to extended discourse (Project SPLED). National Center for Special Education Research, Institute of Education Science, U.S. Department of Education, 84.324C. Awarded $1,795,462.00.
Mason, L. H. (2006). Writing instruction for students with behavior disorders. Research Initiation Grant Program (RIGP), Pennsylvania State University. Awarded $6,690.00.
Mason, L.H., Hammer, C., Miller, C., Murphy, P.K., Kulikowich, J., & Sperling, R. (2006). Effects of expository reading comprehension and writing instruction on language outcomes for fourth-grade students who struggle with learning. Children, Youth, and Families Consortium, Pennsylvania State University. Awarded $4,975.00.
Mason, L.H (2004-2006). A multi-component self-regulated strategy approach for expository reading comprehension and writing for students with and without disabilities who struggle with reading and writing: Examination of effects in reading and content classrooms. Office of Special Education, U.S. Department of Education, Field Initiated Research, 84.324C. Awarded $539,584.00.
Honors and Awards
2011-2012 Fulbright Scholar Award to Hungary
2011 Distinguished Early Career Research Award, Division for Research, Council for Exceptional Children
