Dr. Eric Oslund

Assistant Professor

Dr.  Eric Oslund
615-904-8006
Room 361, College of Education Building (COE)
MTSU Box 69, Murfreesboro, TN 37132

Departments/Programs

Degree Information

  • Ph.D., Texas A&M University (2012)
  • M.A., West Texas A&M University (2008)
  • B.S., California Polytechnic State University (2000)

Biography

Dr. Oslund completed his undergraduate work at California Polytechnic State University.  He earned his Master’s degree in School Psychology from West Texas A&M University.  After working in a K-12 setting for several years, he earned his Ph.D. from Texas A&M University.  Upon graduating, he completed a two-year fellowship at the Meadows Center for Preventing Educational Risk at the University of Texas. 

Publications

Recent Publications:

Oslund, E.L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A, Kwok, O., & Coyne, M. D. (accepted for publication).  The predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at-risk of reading difficulty.  Journal of Learning Disabilities.  

Oslund, E.L., Clemens, N.H., Simmons, D.C., Smith, S., & Simmons, L.E. (2016).  How vocabulary knowledge of mi...

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Recent Publications:

Oslund, E.L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A, Kwok, O., & Coyne, M. D. (accepted for publication).  The predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at-risk of reading difficulty.  Journal of Learning Disabilities.  

Oslund, E.L., Clemens, N.H., Simmons, D.C., Smith, S., & Simmons, L.E. (2016).  How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences¸ 45, 159-165.  DOI:10.1016/j.lindif.2015.11.013

Oslund, E.L., Simmons, D.C, Hagan-Burke, S., Simmons, L.E., Coyne, M.D., Kwok, O., & Taylor, A. (2015).  Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38, 3-14. DOI: 10.1177/0731948714524752

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Presentations

Selected Presentations:

Oslund, E.L. (2017).  Adolescent reading comprehension: Research, practices, and interventions. Presentation at Middle Tennessee State University Literacy Conference, Murfreesboro, TN. 

Oslund, E.L., Odegard, T., Elleman, A. (2017).  Reading achievement differences among latent classes of struggling elementary school readers.  Poster presented at the Pacific Coast Research Conference, San Diego, CA...

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Selected Presentations:

Oslund, E.L. (2017).  Adolescent reading comprehension: Research, practices, and interventions. Presentation at Middle Tennessee State University Literacy Conference, Murfreesboro, TN. 

Oslund, E.L., Odegard, T., Elleman, A. (2017).  Reading achievement differences among latent classes of struggling elementary school readers.  Poster presented at the Pacific Coast Research Conference, San Diego, CA. 

Oslund, E.L., Simmons, D.C., Clemens, N.H., & Fogarty, M. (2016, July). Examining intervention effects on adolescent reading comprehension using quantile regression.  Presentation at the annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.   

 

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Awards

Dr. Oslund has received international, national, and regional awards including the Outstanding Researcher award from the Council for Learning Disabilities, the Dean's Award for Outstanding Student Paper from the Southwest Educational Research Association, and the Best Post Presentation from the Texas State Association of School Psychologists.

Research/Scholarly Activity

Dr. Oslund’s research interests involve multiple aspects of reading.  His initial work focused on early reading intervention and instruction in a response-to-intervention framework.  In addition to effective instruction, he examined how various student assessments (e.g., benchmarks, progress monitoring, CBMs, CEMs) can be best utilized to make data-based instructional decisions to maximize student learning.  His work in this area earned him the Outstanding Researcher Awar...

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Dr. Oslund’s research interests involve multiple aspects of reading.  His initial work focused on early reading intervention and instruction in a response-to-intervention framework.  In addition to effective instruction, he examined how various student assessments (e.g., benchmarks, progress monitoring, CBMs, CEMs) can be best utilized to make data-based instructional decisions to maximize student learning.  His work in this area earned him the Outstanding Researcher Award from the Council for Learning Disabilities. 

Dr. Oslund’s recent work has focused on adolescent reading comprehension.  Specifically, he has examined the complex relationship among the multiple skills involved in the reading process (e.g., fluency, vocabulary knowledge, inferencing) and their relation to reading comprehension from both theoretical and applied orientations.  In addition, he has used statistical modeling to design, evaluate, and better understand reading measures. 

In both areas of research, Dr. Oslund has focused on the interaction of reading processes and student characteristics such as language status and proficiency, social-economic status, and student risk factors.  He specializes in using advanced statistical modeling to examine the complexity and intersection of reading, student characteristics, and measurement with the ultimate goal of helping students become better readers. 

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In the Media

"A Word on Words": Radio Interview with Gina Logue on 'MTSU On the Record'.

Courses

LITS 7120: Seminar in Graduation Studies

LITS 7110: Models of Literacy Assessment

LITS 7100: Historical Issues, Trends, & Methodologies of Literacy

PSY 7290: Psychological Statistics: Anova

PSY 7280: Psychological Statistics: Regression

LITS 7330: Special Topics in Literacy