Nancy Mather

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Scholarly Contributions

Books

• Mather, N., & Jaffe, L. (2016). Woodcock-Johnson IV: Recommendations, Reports, and Strategies. Wiley.
• Mather, N., Goldstein, S., & Eklund, K. (2015). Learning Disabilities and Challenging Behaviors (3rd ed.).
• Mather, N. (2015). Essentials of Woodcock-Johnson IV Tests of Achievement (Mather & Wendling, 2015). John Wiley and Sons.
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  Provides an overview of administration, scoring, and interpreting the Woodcock-Johnson IV Tests of Achievement (WJ IV).

Chapters

• Mather, N., & Eklund, K. (2015). Does my son have a reading disability? Application of the WISC-V and WJ IV.. In Intelligent testing with the WISC-V.
• Mather, N., & Eklund, K. (2015). The use of intelligence tests in the diagnosis of specific reading disability. In Handbook of intelligence: Evolutionary theory, historical perspective, and current concepts.
• Mather, N. (2015). The use of intelligence tests in the diagnosis of specific reading disability.. In Handbook of intelligence: Evolutionary theory, historical perspective, and current concepts(pp pp. 415-433). New York: Springer.

Journals/Publications

• Mather, N., & Martha, Y. (2015). Dyslexia Legislation in the United States: An Update. Annals of Dyslexia.
• Mather, N. (2014). Mather, N., & Tanner, N. (2014). Introduction to the special issue: A pattern of strengths and weaknesses approach. Learning Disabilities: A Multidisciplinary Journal, 1-7.
• Abu-Hamour, B., Urso, A., & Mather, N. (2013). The Application of Standardized Assessments and CBM Measures in a Case Study of a Student With a Severe Reading Disability. Reading and Writing Quarterly, 29(1), 44-63.
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  Abstract: This case study examines the impact of intensive research-based instruction on the reading development of a bilingual adolescent male with a history of reading failure. The study demonstrates the value of using normative-based assessments for accurately diagnosing a specific learning disability and curriculum-based measures for monitoring the effects of intervention. The results of a 24-week intervention also demonstrated the effectiveness of both progress monitoring and instruction when delivered in a daily, individualized setting. This case study clearly illustrates that adolescents with poor literacy can make adequate progress but that some schools are still failing to provide adequate and appropriate instruction to students who struggle to learn to read and spell. We also discuss implications for response-to-intervention models for secondary students. © 2013 Copyright Taylor and Francis Group, LLC.
• Mather, N., Youman, M., & Mather, N. -. (2013). Dyslexia laws in the USA. Annals of dyslexia, 63(2).
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  Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, and the provision of equal access to students who are diagnosed with dyslexia. The majority of states, however, have not developed such laws and guidelines. The purposes of this article are to review the present status and content of these dyslexia laws, highlight some differences among the laws and regulations across states, and suggest strategies for initiating such laws.
• Youman, M., & Mather, N. (2013). Dyslexia laws in the USA. Annals of Dyslexia, 63(2), 133-153.
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  PMID: 23086699;Abstract: Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, and the provision of equal access to students who are diagnosed with dyslexia. The majority of states, however, have not developed such laws and guidelines. The purposes of this article are to review the present status and content of these dyslexia laws, highlight some differences among the laws and regulations across states, and suggest strategies for initiating such laws. © 2012 The International Dyslexia Association.
• Abu-Hamour, B., Urso, A., & Mather, N. (2012). The relationships among cognitive correlates and irregular word, non-word, and word reading. International Journal of Special Education, 27(1), 144-159.
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  Abstract: This study explored four hypotheses: (a) the relationships among rapid automatized naming (RAN) and processing speed (PS) to irregular word, non-word, and word reading; (b) the predictive power of various RAN and PS measures, (c) the cognitive correlates that best predicted irregular word, non-word, and word reading, and (d) reading performance of typical and poor readers on irregular word, non-word, and word reading. Sixty participants in Grades 1-4 with and without reading disabilities were administered a measure of phonological awareness (PA) and a measure of working memory (WM), and several measures of RAN and PS. The findings indicated that PS had the strongest correlation with irregular word reading, whereas RAN had the strongest correlations with word reading and non-word reading. As with previous research RAN letters was the best predictor of reading skills. The best model for predicting reading was based on a combined measure of PA and RAN letters. An interesting finding was that the correlation between irregular and non-word reading was significant for students with typical reading, but insignificant for the poor readers. These findings provide support for both the dual-route and double-deficit theory of dyslexia that ascribes independent contributions of PA and RAN to the development of reading skills.
• Mather, N., & Morris, R. J. (2011). What Samuel A. Kirk Really said about mental retardation and learning disabilities: A response to Danforth, Slocum, and Dunkle. Intellectual and Developmental Disabilities, 49(2), 113-119.
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  PMID: 21446874;
• Mather, N., & Urso, A. (2011). Assessment of Academic Achievement. Learning and Attention Disorders in Adolescence and Adulthood: Assessment and Treatment: Second Edition, 161-187.
• Podhajski, B., Mather, N., Nathan, J., & Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42(5), 403-417.
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  PMID: 19535545;Abstract: This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading. © 2009 Hammill Institute on Disabilities.
• Mather, N., & Gregg, N. (2006). Specific learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37(1), 99-106.
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  Abstract: Over the past decades, both researchers and practitioners in the field of specific learning disabilities (LD) have grappled over an appropriate definition as well as the subsequent operational diagnostic criteria. In their article, Dombrowski et al proposed a new set of suggested diagnostic criteria that challenges many of the traditional beliefs about these disorders. This article provides a critique of their proposed criteria as well as an alternative approach for LD identification that is more aligned with current understanding of the etiology and characteristics of these disorders. Copyright 2006 by the American Psychological Association.
• Mather, N., & Kaufman, N. (2006). Introduction to the special issue, part one: It's about the what, the how well, and the why. Psychology in the Schools, 43(7), 747-752.
• Mather, N., & Kaufman, N. (2006). Introduction to the special issue, part two: It's about the what, the how well, and the why. Psychology in the Schools, 43(8), 829-834.
• Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the Names Test: Easy-to-use phonics assessments. Reading Teacher, 60(2), 114-122.
• Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time among university students with learning disabilities. Journal of Psychoeducational Assessment, 23(1), 35-52.
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  Abstract: This study examined the relationship between scores on "speeded" cognitive and academic tests and the need for the accommodation of extended test time for normally achieving students (NA) and students with learning disabilities (LD). Often, in postsecondary settings the decision to provide the accommodation of extended test time is based largely on the diagnostic test scores in the student's LD documentation. Therefore, the primary purpose of this study was to evaluate the relationship between specific diagnostic tests and the need for the accommodation of extended test time. A secondary purpose was to investigate the relationships and predictive ability of five speeded cognitive tests, three speeded cluster scores, and two measures of timed reading. Correlations and logistic regression analyses were used to assess gain in score performance and predict the need for extended test time. Participants included 41 NA university students and 43 university students with LD. The findings indicated significant group differences on all speeded cognitive, reading, and academic tests, with the exception of Digit Symbol on the Wechsler Adult Intelligence Scale-III and Retrieval Fluency and Decision Speed tests on the Woodcock-Johnson III Tests of Cognitive Abilities. The Reading Fluency test and the Academic Fluency cluster of the Woodcock-Johnson Tests of Achievement III were the best predictors of students with LD who needed extended time on the multiple-choice reading comprehension test.
• Gregg, N., & Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35(1), 7-22.
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  PMID: 15490897;Abstract: The purpose of an informal analysis of written language is to identify what writers can do as well as what they find difficult about writing. This article reviews the varied components of written language, suggests informal means for assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.
• Hammill, D. D., Mather, N., Allen, E. A., & Roberts, R. (2002). Using semantics, grammar, phonology, and rapid naming tasks to predict word identification. Journal of Learning Disabilities, 35(2), 121-136.
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  PMID: 15490741;Abstract: This study investigated the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting word identification in a large, representative sample of children enrolled in first through sixth grade, using correlation, factor analysis, multiple regression, and predictive outcome analysis techniques. Composite measures of these abilities were found to correlate significantly with word identification, even after controlling for the effects of nonverbal intelligence. Factor analysis indicated that the spoken language composites and the word identification composite loaded on one factor, whereas the perceptual speed composites loaded on a second factor. Multiple regression analyses showed that among younger children in the early stages of learning to read and children whose word identifying skills were below average, the phonology and rapid naming composites accounted for the most variance in predicting word identification skills. Among older children and children who were proficient in word identification, the semantics composite accounted for the most variance. The most important analyses in this study (i.e., the calculations of the sensitivity indexes, the specificity indexes, and the positive predictive values) evaluated the practical value of using the composites to predict poor word identification skills in children. To be considered practically useful, all predictive outcome values had to be .75 or greater. None of the composites studied, including an application of the double-deficit hypothesis, met this criterion. The results from this study question the accuracy and utility of using any of the abilities studied to predict which students are at risk for or have poor word identification skills.
• Mather, N. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51, 97-120.
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  Abstract: Copyright ©2001 by The International Dyslexia Association® A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally, they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher education.
• Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34(5), 472-482.
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  PMID: 15503595;Abstract: A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task.
• Tomlan, P. S., & Mather, N. (1996). Back on track: A response to Shaw, Cullen, McGuire, and Brinkerhoff. Journal of Learning Disabilities, 29(2), 223-224.
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  PMID: 8820206;
• Mather, N., & Healey, W. C. (1984). The efficacy of a memory strategy for eliminating reversal behavior.. Journal of Learning Disabilities, 17(2), 84-88.
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  PMID: 6699517;
• Jacobs, L. J., Transou, T. W., & Mather, N. (1983). Courseware review: Supermath II.. Journal of Learning Disabilities, 16(9), 558-557.
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  PMID: 6358396;
• Mather, N. (1983). LDsCAN reviews begin.. Journal of Learning Disabilities, 16(8), 494-497.
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  PMID: 6688819;
• Mather, N. (1983). PAL, Reading 4.. Journal of Learning Disabilities, 16(8), 500-501.
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  PMID: 6688821;
• Mather, N. (1983). Radio Shack K-8 Math Program.. Journal of Learning Disabilities, 16(8), 498-499.
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  PMID: 6688820;
• Shaw, D., Faulx, R., & Mather, N. (1983). Courseware review: Word Man.. Journal of Learning Disabilities, 16(9), 559-560.
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  PMID: 6358397;

Others

• Mather, N. (2014, January). Woodcock-Johnson IV.
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  Three batteries:Tests of Cognitive AbilitiesTests of AchievementTests of Oral Language