S. Jay Samuels Psychological foundations: learning and cognition Ed.D., University of California at Los Angeles Office: 166 Education Sciences Building Tel. 612-625-5586 E-mail: samue001@umn.edu

In 1953 I graduated from Queens College in New York City with a degree in elementary education and taught for more than ten years in New York and California. During that time, I taught all grades except first grade. I also did teacher training and taught gifted students. In 1965 I left California and took a position as an assistant professor of educational psychology at the University of Minnesota where I continue to teach classes on the psychology of teaching and conduct research on the reading process. Here at the University, I've had the opportunity to collaborate on my research with many superb faculty and graduate students. My research interests include the development of materials and methods for improving word recognition, fluency, and comprehension. I also investigate how to facilitate the young reader's understanding of moral themes as well as measuring fluency.

In 1985 the National Reading Council gave me its research award, and in 1987 the International Reading Association gave me its award for research on the reading process. I also am a member of the Reading Hall of Fame. In 1986, I received the College of Education Distinguished Teaching Award. I also received the International Reading Association William S. Gray Research Award and the National Reading Conference Oscar Causey Research Award. I am a member of the National Institutes of Child Health and Human Development National Reading Panel. I spend time consulting with school districts, state departments of education, and with publishers on how to improve and measure reading fluency.

Courses I teach
(all EPSY courses)

Selected publications

Linderholm, T., Gaddy, M., van den Broek, P., Mischinski, M., Crittenden, A., and Samuels, S.J. (In Press). Effects of causal text revisions on more and less skilled reader's comprehension of easy and difficult texts. Cognition and Instruction.

The National Reading Panel report, section on Fluency, 2001.

Samuels, S. J., & Flor, R. (1997). "The importance of automaticity for developing expertise in reading." Reading and Writing Quarterly, 13(2), 107-122.

Samuels, S. J. (1997). "The method of repeated readings." The Reading Teacher (A Reading Teacher Classic), 50(5), 376-382.

Samuels, S. J. (1995/96). Keynote address: An unusual analysis of highly effective teachers: What makes them great? Journal of the College Reading and Learning Association, 26(2), 7-14.

Revised July 2004