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MARK SADOSKI

	Department:	Teaching, Learning, and Culture
	Office#:	222C Harrington Office Building
	Mail Stop:	4232
	Office Phone:	(979) 845-8234
	E-mail:
	Title:	Professor
	Primary Emphasis Area:	Reading Education
	Vita:	View Document

Short Bio

Professor Sadoski served for fourteen years as a reading and language arts teacher in classroom and clinic and as a graduate faculty member at Southern Connecticut State University before coming to Texas A&M in 1981. He is currently a Distinguished Research Fellow in the College of Education and Human Development and holds joint appointments in the Department of Teaching, Learning, and Culture, and the Department of Educational Psychology. Dr. Sadoski is also a faculty member in The Office of Educational Development in the Texas A&M Health Science Center College of Medicine.

Area(s) of Emphasis

Reading/Language Arts Program
Office of Medical Education
Educational Psychology

Research Interests

Cognition in Literacy
Comprehension and Memory
Health Literacy and Medical Education
Literacy instruction
Mental Imagery and Language

Editorial Positions

Editorial Board Member (2001 - 2009). Reading and Writing: An Interdisciplinary Journal

Editorial Board Member (2001 - 2008). National Reading Conference Yearbook

Editorial Board Member (1999 - 2009). Information Design Journal (Document Design)

Editorial Board Member (1990 - 2009). Reading Psychology

Editorial Board Member (1990 - 2005). Journal of Literacy Research

Editorial Board Member (1989 - 2007). Reading Research Quarterly

Publications^*

1. Sanders, C. W., Sadoski, M., Wasserman, R. W., Wiprud, R., English, M., & Bramson, R. (2008). Comparing the effects of physical practice and mental imagery rehearsal on learning basic venipuncture by medical students. Imagination, Cognition, and Personality, 27, 117-127.

2. Sadoski, M. (2008). Dual coding theory: Reading comprehension and beyond. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction (2nd ed.) (pp. 38-49). New York: Guilford Press.

3. Sanders, C. W., Sadoski, M., van Walsum, K., Bramson, R., Wiprud, R., & Fossum, T.W. (2008). Learning basic surgical skills with mental imagery: Using the simulation center in the mind. Medical Education, 42, 607-612.

4. Krasny, K., & Sadoski, M. (2008). Mental imagery and affect in English/French bilingual readers: A cross-linguistic perspective. Canadian Modern Language Review, 64, 399-428 ^*

5. Sadoski, M., & Sanders, C. W., (2008). Mental imagery in clinical skills instruction: A promising solution to a critical problem. Annals of Behavioral Science and Medical Education, 14, 2-6.

6. Bramson, R., Sadoski, M., Sanders, C. W., van Walsum, K., & Wiprud, R. (2007). A reliable and valid instrument to assess competency in basic surgical skills in second year medical students. Southern Medical Journal, 100, 987-992.

7. Dusold, R., & Sadoski, M. (2007). Self-directed learning versus lecture in medicine. Academic Exchange Quarterly, 10, 29-32.

8. Sadoski, M., & Sanders, C. W. (2007). Student course evaluations: Common themes across courses and years. Medical Education Online, 12, 2, 1-9. [Electronic journal]. Available: http//www.med-ed-online.org.

9. Goetz, E. T., Sadoski, M., Stricker, A. G., White, T. S., & Wang, Z. (2007). The role of imagery in the production of written definitions. Reading Psychology, 28, 241-356. ^*

10. Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337-356.

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2. Sadoski, M. (2008). Dual coding theory: Reading comprehension and beyond. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction (2nd ed.) (pp. 38-49). New York: Guilford Press.

4. Krasny, K., & Sadoski, M. (2008). Mental imagery and affect in English/French bilingual readers: A cross-linguistic perspective. Canadian Modern Language Review, 64, 399-428 ^*

5. Sadoski, M., & Sanders, C. W., (2008). Mental imagery in clinical skills instruction: A promising solution to a critical problem. Annals of Behavioral Science and Medical Education, 14, 2-6.

7. Dusold, R., & Sadoski, M. (2007). Self-directed learning versus lecture in medicine. Academic Exchange Quarterly, 10, 29-32.

9. Goetz, E. T., Sadoski, M., Stricker, A. G., White, T. S., & Wang, Z. (2007). The role of imagery in the production of written definitions. Reading Psychology, 28, 241-356. ^*

10. Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337-356.

11. Krasny, K. A., Sadoski, M., & Paivio, A. (2007). Unwarranted return: A response to McVee, Dunsmore, and Gavelek�s (2005) �Schema theory revisited.� Review of Educational Research, 77, 239-244. ^*

12. Sadoski, M., & Willson, V.L. (2006). Effects of a theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43, 135-152.

13. Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21, 221-238.

14. Edwards, J., Sadoski, M., & Burdenski, T. (2005). Physicians' reported use of mental images in clinical reasoning. Imagination, Cognition, and Personality, 24, 41-49. ^*

15. Sadoski, M., Willson, V.L., Holcomb, A., & Boulware-Gooden, R. (2005). Verbal and nonverbal predictors of spelling performance. Journal of Literacy Research, 36, 461-478.

16. Sadoski, M. & Paivio, A. (2004). A dual coding theoretical model of reading. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1329-1362). Newark, DE: International Reading Association.

17. Edwards, J., Van Walsum, K., Sanders, C., Fossum, T., Sadoski, M., Bramson, R., & Wiprud, R. (2004). Attitudes of veterinary medical students and medical students toward collaborative learning: An experiment. Journal of Veterinary Medical Education, 331, 76-78.

18. Sanders, C.W., Sadoski, M., Bramson, R., Wiprud, R., & Van Walsum, K. (2004). Comparing the effects of physical practice and mental imagery rehearsal on learning basic surgical skills by medical students. American Journal of Obstetrics and Gynecology, 191, 1811-1814.

19. Sadoski, M. (2004). Conceptual foundations of teaching reading. New York: Guilford Press.

20. Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, Jr., T. K. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing: An Interdisciplinary Journal, 16, 443-453. ^*

21. Sadoski, M. (2003). The role of orthography in a dual coding theory of reading. In R.M. Joshi, C.K. Leong & B.L.J. Kaczmarek (Eds.), Literacy acquisition: The role of phonology, orthography, and morphology (pp. 67-81). Amsterdam: IOS Press.

22. Sadoski, M. (2002). Dual coding theory and reading poetic text.. Journal of Imagination in Language Learning and Teaching, 7, 78-83.

23. Sadoski, M., & Paivio, A. (2002). Response. [Response to a review of the book Imagery and text: A dual coding theory of reading and writing]. British Journal of Educational Psychology, 72, 148-149.

24. Sadoski, M. (2002). [Book review of Multimedia learningby Richard E. Mayer.] Imagination, Cognition, and Personality, 21, 173-176.

25. Sadoski, M., & Paivio, A. (2001) Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawarence Erlbaum Associates.

26. Sadoski, M. (Sadoski, M. (2001). Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text. Educational Psychology Review, 13, 263-281.

27. Rodriguez M., Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in ESL classrooms. Language Learning. 50. 385-412. ^Diss

28. Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 85-95. ^*

29. Sadoski, M. (1999). Comprehending comprehension [Essay/book review of Comprehension: A paradigm for cognition by Walter Kintsch.] Reading Research Quarterly, 34, 493-500.

30. Sadoski, M., Carey, R. F., & Page, W. D. (1999). Empirical evidence for the validity and reliability of miscue analysis as a measure of reading comprehension. In C. Edelsky & A. M. Marek (Eds.), Reflections and connections: Essays on the influence of Kenneth Goodman (pp. 123-144). Creskill, NJ: Hampton Press.

31. Goetz, E. T., & Sadoski, M. (1999). Immagini e risposte emotive nella lettura: La componente immaginativa dell'esperienza del testo [Imagery and emotional response in reading: The imaginative component of experiencing text]. In A. Nemesio (Ed.), L'esperienza del testo(The experience of the text)(pp. 144-145). Rome: Meltemi.

32. Sadoski, M. (1999). Theoretical, empirical, and practical considerations in designing informational text. In A. Maes, H. Hoeken, L. Noordman, & W. Spooren (Eds.), Document design: Linking writers goals to readers needs (pp. 149-161). Tilburg, The Netherlands: Tilburg University Discourse Studies Group.

33. Sadoski, M. (1999). Theoretical, empirical, and practical considerations in designing informational text. Document Design, 1, 25-34.

34. Sadoski, M. (1998). [Book review of The constructivist metaphor: Reading, writing, and the making of meaning by Nancy Nelson Spivey.] Journal of Literacy Research, 30, 601-607.

35. Sadoski, M., & Goetz, E. T. (1998). Concreteness effects and syntactic modification in written composition. Scientific Studies of Reading, 2, 341-352.
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^* Publication was joint-authored with students
^Diss Publication was from a dissertation
^ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts

No current grants/contracts
Show Completed Grants/Contracts

Awards

(2004). Who's Who in America.

(2004). Who's Who in the World.

(1994). Distinguished Alumnus. Southern Connecticut State University

(1991-present). Distinguished Research Fellow. College of Education and Human Development

Courses Taught

2008-2009: EDCI 685, EDCI 691, RDNG 650
2007-2008: EDCI 685, EDCI 691, RDNG 615, RDNG 649, RDNG 650
2006-2007: EDCI 685, EDCI 691, RDNG 649, RDNG 650
2005-2006: EDCI 685, EDCI 691, RDNG 604, RDNG 615, RDNG 650
2004-2005: EDCI 685, EDCI 691, RDNG 381, RDNG 604, RDNG 650
2003-2004: EDCI 685, RDNG 381, RDNG 604, RDNG 650, RDNG 689
2002-2003: RDNG 312, RDNG 381, RDNG 460, RDNG 604, RDNG 649, RDNG 650
2001-2002: RDNG 381, RDNG 604, RDNG 649, RDNG 650, RDNG 685, EDCI 685, RDNG 460
2000-2001: RDNG 361, RDNG 691, EDCI 685, EDCI 691

Former Doctoral Students

Maximo Rodriguez (Summer, 1999), Ph.D.
Karen Krasney (Fall, 2004), Ph.D.
Teresa White (Fall, 2006), Ph.D.
Courtney West (Summer, 2008), Ph.D.

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