English CV

Wei-Pai Lu

e-mail:luweipai@gmail.com

Current Position

• • Assistant professor-National Changhua University of Education (Changhua City, Taiwan). 2011-2022

Licensure

• Foreign Langauge (Chinese) preK-6: Issued by Massachusette Department of Elemetary & Secondary Education, since 2011, 9.

• Have passed MTel quaification tests for elementery teacher, special education teacher, and Chinese foreign language teacher

Teaching Experiences

• Chinese Literacy Specialist-Provide a variety of effective literacy strategies, as the students learn to read and master literacy skills in Chinese in PVCICS. 2010-2011.

• Chinese Sunday School Teacher-Teach Chinese in Amherst Chinese Sunday School. 2010-2011 (Hadley, MA). (class website)

  • Elementary Teacher-Teach 2^nd grade Chinese language art in Pioneer Valley Chinese Immersion Public Charter School (Hadley, MA). 2009-2010. (Class Website)

Educational History

• University of Virginia, Curry School of Education, Charlottesville, VA

Ph.D., Curriculum, Instruction & Special Education: 2009

Dissertation: Using an Ecological Model to Examine the Validity of Reading Disability Identification: Findings from a Nationwide Longitudinal Dataset

• Northwestern University, Evanston, IL

M.A., Communication School, specialization in learning disabilities: 2005

• National Cheng-Chi University, Taipei, Taiwan, R. O. C.

B.A. & M.A., Law school, specialization in Land Economic: 1981

Higher Education Experiences

• Student Diagnostician - Northwestern University Learning Clinic: June-August 2004

  • Assessed elementary students to determine whether they had learning disabilities.

  • Administered and interpreted standardized tests and interviewed parents as part of the diagnostic process.

  • Developed criterion-referenced assessments to gather additional data about specific areas of development.

  • Participated in team meetings to discuss the assessments.

  • Met with parents to present and discuss the results of the evaluations.

  • Wrote reports and recommendations in conjunction with supervisor.

• Student Clinician - Northwestern University Learning Clinic: January-June 2004

  • Developed and taught individualized lesson plans for elementary students with learning disabilities

  • Analyzed students’ work to make informed decisions about instruction.

  • Wrote quarterly goals and progress reports integrating data from standardized tests, criterion-referenced assessments and observations.

  • Participated in parent conferences

• Graduate Intern - McGuffey Reading Center, University of Virginia: September 2006-May 2008

Worked with Dr. Marcia Invernizzi and Dr. Latisha Hayes for the graduate students’ diagnostic training program.

Professional Services

• Reviewer: American Educational Research Association (AERA) SIG on research in reading and literature, 2011 Annual Meeting.

• Reviewer: American Educational Research Association (AERA) SIG on research in reading and literature, 2010 Annual Meeting.

• Reviewer: Council of Exceptional Children (CEC) Teacher Education Division, 2008 Annual Meeting.

Professional Experiences

• • Councilor - Special Education Consultation Committee, Ministry of Education, R. O. C. 2001-2003

  • Founder and President - Learning Disabilities Association in Taiwan: 1998-2002

  • Officer - Taiwan Province residential and Urban Development Bureau: 1981-1985

Publications (peer reviewed)

• Lu, W. -P. (2014). A critical commentary of Response to Intervention, Contemporary Educational Research Quarterly, 22(1), 87-126.

• Lu, W. –P & Marcia Invernizzi (2012). Case Study: a Fourth-Grade Student with a Reading Fluency Difficulty. Taiwan special education quarterly 122, 34-44.

• Lu, W. –P .(2010, Fall). Beyond Orthographic Decoding: A Review of Cross-Linguistic Comparisons between Chinese and English Reading. Journal for Research in Learning Disabilities (formerly Thalamus),26. 32-40.

Presentations (Peer Reviewed)

• Lu, W.-P.(2013, June). Examining a multi-dose instruction in writing: Do students with and without Learning disabilities response differently? Poster session to the Society for the Scientific Study of Reading. Hong Kong.

• Lu, W.-P.(2013, April) "Expressive Language skills might play an important role on early sign of children with reading disabilities: Evidence from a longitudinal database ", has been accepted by America Educational Research Association (AERA) poster session, San Francisco, CA.

• Lu, W.-P. (2011, July) “Is discrepancy a fake phenomenon for children with reading disabilities? Finding from a nationwide longitudinal dataset. Poster presented to the Society for the Scientific Study of Reading (SSSR) conference, St. Pete Beach, FL

• Hsu-Keikis, Y.-J., Lu, W. -P., and Hou, J.-H. (2010, November). "Designing Chinese thematic units: Examples from an immersion school". Panel session to the America Council on the Teaching of Foreign Language. Boston, MA.

• Lu, W. –P. (2010, April) "Examining the Simple View of Reading: Do Students with Dyslexia Differ from Garden-Variety Poor Readers?," round table session to the America Educational Research Association (AERA). Denver, CO.

• Lu, W. –P. & Hallahan, D. P. (2010, April) "Investigating an Old Issue from Ecological Perspectives: Do We Need the Classification of Reading Disabilities?” poster session to the America Educational Research Association (AERA). Denver, CO.

• Lu, W. –P. (2009, April). “Think multivariately: How students with reading disabilities are different from other poor readers?” Poster presented at the America Educational Research Association (AERA). San Diego, LA.

• Lu, W. –P. (2009, April). “Revisit the Validity of Reading Disabilities Identification in the Aftermath of RTI: Evidence from the ECLS-K Dataset.” Poster presented to the Teacher Education Division Kaleidoscope session in the Council for Exceptional Children conference. Seattle, WA.

• Lu, W. –P., & Invernizzi, M. (2008, July). “The role phonological memory plays in a reading fluency deficit: Investigation of clinic cases with reading difficulties.” Poster presented at the Society for the Scientific Study of Reading (SSSR) conference. Asheville, NC.

• Lu, W. –P., & Hallahan, D. P. (2008, June). “Are students with reading disabilities different from garden-variety poor readers? Evidence from the ECLS-K longitudinal data.” Poster presented at the International Academic Research on Learning Disabilities. Toronto, Canada.

• Lu, W. -P., & Oh, K. (2007, November). “Beyond the reading wars: What have we learned from the debates between whole language and phonics.” Poster presented at the Teacher Education Division conference of Council for Exceptional Children. Milwaukee, WI.

• Lu, W. -P. & Invernizzi, M. (2007, July). “The role of phonological memory plays in automaticity: Investigation of a fourth grade student with a reading fluency deficit.” Poster presented at the International Academic for Research in Learning Disabilities conference. Bled, Slovenia.

Language Proficiency

• Chinese: fluency in speaking and listening Mandarin and Min; fair in speaking and listening Hakka; fluency in reading and writing Chinese

• English: fluency in speaking, listening, reading, and writing.

References