Wen Luo
Associate Professor, Educational Psychology
Office#: 718A Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-9250
E-mail:
Primary Emphasis Area: Learning Sciences
Vita: View Document
Publications (journal articles, books, book chapters)*

1. Clemens, N.H., Hagan-Burke, S., Luo, W., Cerda, C.A., Blakely, A., Frosch, J., Gamez, B., & Jones, M. (in press). Investigating the validity of a computer-adaptive assessment of early reading in kindergarten. Manuscript in press, School Psychology Review. (In Press)

2. Kim, J., Song, H., & Luo, W. (2016). Broadening the understanding of social presence: Implications and contributions to the mediated human-to-human interaction. Computers in Human Behavior, 65, 672-679.

3. Ojinnaka, C.O.*, Luo, W., Ory, M.G., McMaughan, D., Bolin, J. N. (2016). Disparities in Surgical Treatment of Early-Stage Breast Cancer among Female Residents of Texas: The Role of Racial Residential Segregation. Clinical Breast Cancer. DOI: 10.1037/j.clbc.2016.10.006 *

4. Top, N., Liew, J., & Luo, W. (2016). Effects of Second Step curriculum on behavioral and academic outcomes in 5th and 8th grade students: A longitudinal study on character development. Novitas-ROYAL, 10, 24-47.

5. Song, H., Kim, J., & Luo, W. (2016). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436-443. DOI: 10.1016/j.chb.2015.07.037

6. Luo, W. (2016). Testing mediation effects in cross-classified multilevel data. Behavior Research Methods, 1-11. DOI: 10.3758/s13428-016-0723-3

7. Blake, J. J., Keith, V. M., Luo, W., Le, H., & Salter, P. (2016). The role of colorism in explaining African American females' suspension risk. School Psychology Quarterly,

8. Tong, F., Luo, W., Irby, B., Lara, R., & Rivera, H. (2015). Investigating the impact of professional development on teachers' instructional time and English learners' language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2015.1051509

9. Luo, W., *Cappaert, K.J., & *Ning, L. (2015). Modelling partially cross-classified multilevel data. British Journal of Mathematical and Statistical Psychology, 68, 342-362 *

10. Clemens, N.H., Hagan-Burke, S., Luo, W., *Cerda, C.A., *Blakely, A., *Frosch, J., Gamez, B., & *Jones, M. (2015). The predictive validity of a computer-adaptive assessment of kindergarten and first-grade reading skills. School Psychology Review, 44, 76-97

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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 (Current)

Strategies for School Improvement and Inclusion in Schools with Demographically Diverse Students. (Co-PI)
Kellogg Foundation (Private)
2017/03/01 - 2020/02/28
Total Funding: 1,493,754.

Evaluating Teacher Performance Using Student Achievement Data: A Propensity Score Approach. (PI)
TAMU Office of the Vice President for Research (State)
2016/05/01 - 2017/04/30
Total Funding: 24,996.
Courses Taught
Former Doctoral Students
Ling Ning (Summer, 2015), Ph.D.
EPSY Faculty   |   EPSY Staff