1. Rupley, W. H. (In press). An introduction to linking reading and science: Focusing on a broaders bases of understanding. Reading Psychology: An International Journal.

2. Rupley, W. H., & Slough, S. W. (In Press). Building prior knowledge and vocabulary in science. Literacy Research and Instruction (formerly Reading Research and Instruction).

3. Rupley, W. H. Guest Editor Reading & Writing Quarterly. (In Press). Direct Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, & Comprehension. Taylor & Francis Inc.

4. Rupley, W. H. (In press). Direct Instruction in teaching reading to struggling readers. Reading and Writing Quarterly.

5. Nichols, W. D., Rupley, W. H. & Rasinski, T.V. (In press). Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings. Journal of Literacy Research and Instruction.

6. Rupley, W.H. & Nichols, W.D. (In press). Matching instructional design with vocabulary instruction. Reading Horizons.

7. Rasinski, T. V., Rupley, W. H., & Nichols, W. D. (In press). Phonics and fluency instruction: The magic of rhyming poetry. New England Journal of Reading.

8. Heilman, A. J., Blair, T. R., & Rupley, W. H. (In press). Principles and practices of teaching reading (11th ed.). Columbus, OH: Merrill

9. Rupley, W. H., Nichols, W. D., & Mras, M. (In press). Words are everywhere: Supporting Struggling Readers’ Word Knowledge. In Supporting Struggling Readers: Reading and Strategy Use . Edited by Barbara Walker, Christopher-Gordon Publishers. In press.

10. Joshi, R. M., Aaron, P.G., Hill, N., Ocker-Dean, E., Boulware-Gooden, R., & Rupley, W.H.(2008). Drop everything and write (DEAW): An innovative program that improves literacy skiills. Learning Inquiry, 2, 1-12. ^*

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1. Rupley, W. H. (In press). An introduction to linking reading and science: Focusing on a broaders bases of understanding. Reading Psychology: An International Journal.

2. Rupley, W. H., & Slough, S. W. (In Press). Building prior knowledge and vocabulary in science. Literacy Research and Instruction (formerly Reading Research and Instruction).

3. Rupley, W. H. Guest Editor Reading & Writing Quarterly. (In Press). Direct Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, & Comprehension. Taylor & Francis Inc.

4. Rupley, W. H. (In press). Direct Instruction in teaching reading to struggling readers. Reading and Writing Quarterly.

5. Nichols, W. D., Rupley, W. H. & Rasinski, T.V. (In press). Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings. Journal of Literacy Research and Instruction.

6. Rupley, W.H. & Nichols, W.D. (In press). Matching instructional design with vocabulary instruction. Reading Horizons.

7. Rasinski, T. V., Rupley, W. H., & Nichols, W. D. (In press). Phonics and fluency instruction: The magic of rhyming poetry. New England Journal of Reading.

8. Heilman, A. J., Blair, T. R., & Rupley, W. H. (In press). Principles and practices of teaching reading (11th ed.). Columbus, OH: Merrill

9. Nichols, W. D., Rupley, W. H., Rickleman, R., & Young, C. S. (In press).Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools. Annual Yearbook of the College Reading Association.

10. Rupley, W. H., Nichols, W. D., & Mras, M. (In press). Words are everywhere: Supporting Struggling Readers’ Word Knowledge. In Supporting Struggling Readers: Reading and Strategy Use . Edited by Barbara Walker, Christopher-Gordon Publishers. In press.

11. Joshi, R. M., Aaron, P.G., Hill, N., Ocker-Dean, E., Boulware-Gooden, R., & Rupley, W.H.(2008). Drop everything and write (DEAW): An innovative program that improves literacy skiills. Learning Inquiry, 2, 1-12. ^*

12. Rupley, W. H., Nichols, W. D., & Rasinski T. V. (2008). Integrating phonics an fluency in a balanced reading program. Journal of Balanced Reading Instruction,16 (1) 1-10.

13. Rupley, W. H., Nichols, W. D., & Blair, T. R. (2008) Language and culture in literacy instruction: Where have they gone? The Teacher Educator, 43 (3).

14. Rasinski, T.V., Rupley, W.H., & Nichols, W. D. (2008, November). Two essential ingredients: Phonics and fluency getting to know each other. The Reading Teacher, 62 (3), 257–260.

15. Nichols, W. D., Rupley, W. H., Blair, T. R. & Wood, K. D. (2008). Vocabulary strategies for linguistically diverse learners. Middle School Journal., 39 (3), 65-69.

16. Rupley, W. H. (2007). An introduction to middle school reading instruction.Reading Psychology, 28, No. 1, pp. 1-4.

17. Kaplan, D. S., Rupley, W. H., Sparks, J, & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39, No. 3, pp. 357-387. ^*

18. Nichols, W.D., Wilkins, J.L., Rupley, W.H., Helfeldt, J., Young, C.A., & O’Connor. (2007). Examining elementary and middle school teachers’ beliefs and instructional practices related to reading. Balanced Reading Instruction, 13, 37-58.

19. Blair, T. R., Rupley, W. H., and Nichols, W. D. (2007) The effective teacher of reading: Considering the “what” and “how” of instruction. The Reading Teacher, 60 (5), 432-438.

20. Rupley, W. H. (2006). Reading and Mathematics: Introduction. Reading Psychology: An International Journal, Special Issue on Reading and Mathematics, 27: 87-89.

21. Nichols, W. D., Zellner, L. J., Rupley, W. H., Willson, V. L., Kim, Y., Mergen, S., & Young, C. A. (2006). What Affects Instructional Change? Profiles of K-2 Teachers’ Use of Reading Instructional Strategies and Methods. Journal of Literacy Research, 37, 413-436.

22. Rupley, W. H. (2005). Reading Fluency: Introduction. Reading Psychology: An International Journal, 26: 103-105.

23. Nichols, W.D., & Rupley, W.H. (2005). Vocabulary instruction aimed at the struggling learner. Reading and Writing Quarterly.

24. Nichols, W.D., Rupley, W.H., Rickelman, R.J., & Algozzine, B. (2004). Examining phonemic awareness and concepts of print patterns of kindergarten students. Reading Research and Instruction, 43, 56-81.

25. Rupley, W.H. (2003). Reading psychology: An international quarterly. In B. Guzzetti (Ed.), Literacy in America: An Encyclopedia. Santa Barbara, CA: ABC-CLIO Publishing.

26. Rupley, W.H., Logan, J. & Nichols, W.D. (2003). Vocabulary instruction in a balanced reading program. Balanced Reading Instruction, 9, 89-104.

27. Rupley, W.H., Logan, J.W., & Nichols, W.D. (2002). Vocabulary instruction in a balanced reading program. The Netherlands: WorldCom Marcopolo.

28. Heilman, A.J., Blair, T.R., & Rupley, W. H. (2001). Principles and practices of teaching reading. Principals and Practices of Teaching Reading. (10th ed.). Columbus, OH: merrill.

29. Rodriguez, M. S., Mergen, S. L., Rupley, W. H., & Willson, V. L. (2000). Developing Spanish close translations of the CBLA-R: Implications for using translations to assess LEP children’s reading. Journal of Research and Development in Education, 33, 65-73.

30. *Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000 ). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.

31. Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.

32. *Willson, V. L., Rupley, W. H., Rodriguez, M., & Mergen, S. (1999). The relationships among orthographic components of word identification and spelling for grades 1-6. Reading Research and Instruction, 89-102.

33. Rupley, W. H., Willson, V. L., Mergen, S. L., Rodriguez, M., Nichols, W. D., & Logan, J. W. (1999).Teachers' use of informal assessment and students' reading performance. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), 48th Yearbook of the National Reading.

34. Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary children’s reading comprehension. Scientific Studies of Reading, 2, 143-158.

35. Nichols, W. D., Rupley, W. H., Kiser, K., & Shou, S. (In press). How can vocabulary instruction be made an integral part of learning in middle and high school classroom? In Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms.
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US Department of Education (Federal)
2005/09/01 - 2009/08/31
Total Funding: 1,498,530.

Development of Climate Forecasts Decision Making Teaching Materials for Junior High School Teachers and Students.
Office of Global Programs: National Oceanic and Atmospheric Administration (Federal)
2003/01/01 - 2004/12/31
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Brighter Horizons in Early Literacy.
Verizon (Private)
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Total Funding: 240,000.

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Calvert ISD (Local)
2001/09/01 - 2002/08/31
Total Funding: 18,750.

Reading Assessments.
Somerville ISD (Local)
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Total Funding: 13,630.

Reading Assessments.
College Station ISD (Local)
2000/09/01 - 2001/08/31
Total Funding: 18,515.

Texas Reading Academies: Linking Together Two Rural Schools to Implement Best Practices in Teaching Reading in the Elementary Grades.
Texas Education Agency/Somerville ISD (State)
1999/09/01 - 2000/08/31
Total Funding: 38,817.