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Jessica R Toste

Jessica R Toste

Dr. Jessica Toste is an assistant professor in the Department of Special Education at The University of Texas at Austin and a fellow of the Reading Institute within The Meadows Center for Preventing Educational Risk. She received her PhD in educational psychology from McGill University (Montreal) in 2011. Her research interests are related to students with learning disabilities and effective reading interventions, with a particular focus on psychosocial processes and classroom climate as determinants of school success. She has published articles and book chapters on resilience factors related to achievement and psychosocial functioning of youth at-risk. Toste was trained in reading intervention research as a postdoctoral fellow at Vanderbilt University (2011-2013) and as a Fulbright scholar/visiting researcher at the Florida Center for Reading Research (2008-2009). She was the recipient of the Canadian Education Association's 2012 Pat Clifford Award for Early Career Research in Education. She is also a licensed elementary school teacher in Quebec and has extensive experience as a reading specialist.

Emery, A., Toste, J. & Heath, N. (2015). The balance of instrinsic need satisfaction across contexts as a predictor of depressive symptoms in children and adolescents. Motivation and Emotion(39), 753–765.

Rogers, M., Belanger-Lejars, V., Toste, J. & Heath, N. (2015). Mismatched: An investigation of ADHD and the teacher-student relationship. Emotional and Behavioural Difficulties. doi:10.1080/13632752.2014.972039.

Toste, J., Heath, N., Connor, C. & Peng, P. (2015). Reconceptualizing teacher-student relationships: Applicability of the working alliance within classroom contexts. The Elementary School Journal(116), 30–48.

Miller, A., Davis, N., Gilbert, J., Cho, S., Toste, J., Street, J. & Cutting, L. (2014). Novel approaches to examine passage, student, and question effects on reading comprehension. Learning Disabilities Research & Practice, 29(1), 25–35.

Toste, J., Compton, D., Fuchs, D., Fuchs, L., Gilbert, J., Cho, E., Barquero, L. & Bouton, B. (2014). Understanding Unresponsiveness to Tier 2 Reading Intervention: Exploring the Classification and Profiles of Adequate and Inadequate Responders in First Grade. Learning Disabilities Quarterly. doi:10.1177/0731948713518336.

Toste, J., Heath, N., Connor, C. & Peng, P. (2014). Reconceptualizing teacher-student relationships: Applicability of the working alliance within classroom contexts. The Elementary School Journal.

Toste, J., Bloom, E. & Heath, N. (2014). The differential role of classroom working alliance in predicting school-related outcomes for students with and without high-incidence disabilities.. The Journal of Special Education. doi:10.1177/0022466912458156.

Toste, J., Fuchs, D. & Fuchs, L. (2013). Supporting struggling readers in high school: A peer-mediated approach.. Adolescent Literacy: Strategies for Content Comprehension in Inclusive Classrooms (pp. 79–92). Baltimore, MD: Paul H. Brookes Company, Inc..

Miller, A., Toste, J., Fuchs, D. & Fuchs, L. (2012). Timely support for struggling learners: Response to intervention.. The Handbook of Research-Based Practice in Early Childhood Education (pp. 161–174). New York: Guilford Press.

Connor, C., Morrison, F., Schatschneider, C., Toste, J., Lundblom, E., Crowe, E. & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristics by reading instruction interactions on first graders' word reading achievement.. Journal of Research on Educational Effectiveness, 4(3), 173–207.

Heath, N., Roberts, E. & Toste, J. (2011). Perceptions of academic performance: Positive illusions in adolescents with and without learning disabilities.. Journal of Learning Disabilities. doi:10.1177/0022219411428807.

Connor, C., Kaya, S., Luck, M., Toste, J., Canto, A., Rice, D., Tani, N. & Underwood, P. (2010). Content-area literacy: Individualizing student instruction in second grade science.. The Reading Teacher, 63(6), 474–485.

Foorman, B., Petscher, Y., Lefsky, E. & Toste, J. (2010). Reading First in Florida: Five years of improvement.. Journal of Literacy Research, 42, 71–93.

Ungar, M., Toste, J. & Heath, N. (2010). Self-efficacy and resilience measures.. Rehabilitation and Health Assessment: Applying ICF Guidelines (pp. 473–492). New York: Springer Publishing Company.

Toste, J., Capin, P., Vaughn, S., Roberts, G. & Kearns, D. (n.d.). Multisyllabic word reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation (under review).

Michaud, M., Dion, E., Barrette, A., Dupere, V. & Toste, J. (n.d.). Does knowing what a word means influence how easily its decoding is learned? (in press). Reading & Writing Quarterly.

G. M. Dunlop Distinguished Contribution Award, Canadian Association of Educational Psychology (2012)

Postdoctoral Research Fellowship, Social Sciences and Humanities Research Council of Canada (2011 - 2013)

Pat Clifford Ward for Early Career Research in Education, Canadian Education Asssociation (2011)

Governor General's Gold Medal, oustanding PhD graduate, McGill University (2011)

Student Research Award, Fulbright Foundation - Canada/U.S. Fulbright Program (2008 - 2009)

Year	Semester	Course
2015	Fall	SED 378R: Rdng Assmt Dev With Divrs Pops
2015	Fall	SED 396C: Trends Issues In Ld Bd
2015	Summer	SED S389: Law And Disabilities
2015	Spring	SED 378T: Reading Assessment And Devel-H
2015	Spring	SED 383: Instructional Adaptations I
2014	Fall	SED 378R: Rdng Assmt Dev With Divrs Pops
2014	Spring	SED 378T: Reading Assessment And Devel-L
2013	Fall	SED 378R: Rdng Assmt Dev With Divrs Pops

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