Anne Graves, Ph.D.

  • Professor
  • Special Education


Anne W. Graves, Ph.D., has taught and conducted research at SDSU since 1990 with a focus on instruction in reading and writing for learners with disabilities from diverse backgrounds. Her book with Jana Echevarria is currently being revised for 5th edition publication: Sheltered content instruction: Teaching English-language learners with diverse abilities. Beginning in 1975, Graves taught in public schools and conducted research to learn more about adaptations that will improve instruction for individuals with disabilities resulting in numerous publications in refereed journals and book chapters, as well as over 100 presentations since 1975 at local, state, and international conferences including presentations of research at Pacific Coast Research Conference, International Association for Learning Disabilities, and American Education Research Association.

  • Ph.D. (1984) Behavioral Disabilities and Educational Psychology, University of Wisconsin, Madison
  • M.A. (1978) Learning Disabilities, University of Virginia, Charlottesville
  • B.A. (1976) History, Randolph-Macon College, Ashland, Virginia
  • Selected Publications

  • Echevarria, J. & Graves, A. (2015). Sheltered content instruction: Teaching English learners with diverse abilities (5th ed.). Los Angeles, CA: Allyn & Bacon.
  • Graves, A. W., Brandon R.R., Duesbery, L., McIntosh, A.S., & Plye, N.B. (2011). The effects of tier II literacy instruction in sixth grade: Toward the development of a response to intervention model in middle school. Learning Disability Quarterly. 32(1), 73-86.
  • Graves, A. W., Duesbery, L., Brandon R.R., McIntosh, A.S. (2010). Two studies of tier II literacy development: Throwing sixth graders a lifeline. Elementary School Journal 111(4), 641-661.
  • Echevarria, J. & Graves, A. (2010). Sheltered content instruction: Teaching students with diverse needs (4th ed.). Los Angeles, CA: Allyn & Bacon.
  • Graves, A. W. & Rueda, R. (2008). Teaching Written Experssion to Culturally and Linguistically Diverse Learners. In G. Troia (Ed.), Instruction and Assessment for Struggling Writers: Evidence-Based Practices. NewYork, NY: Guildford.
  • McIntosh, A., Graves, A., & Gersten, R. (2007). The effects of response to intervention on literacy development in multiple language settings. Learning Disability Quarterly , 30 (3), 197-212.
  • Graves, A. (2006). Writing Instruction for English Learners. In J. Hooker, J. Klingner, L. Baca, & J. Patton (Eds.), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners. New York, NY: Merrill/Pearson.
  • Gersten, R., Baker, S., Haager, D., & Graves, A. W. (2005). Exploring the role of teacher quality in predicting reading outcomes for first grade English learners: An observational study. Remedial & Special Education . 38 , 212-222.
  • Graves, A. W., Plasencia-Peinado, J., Deno, S., & Johnson, J. (2005). Formatively evaluating the reading progress of first-grade English learners in multiple language classrooms. Remedial & Special Education . 38, 245-255.
  • Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice , 19 (4), 262-272.

[The information on this page is provided by the user and is not to be construed as an official statement by San Diego State University. The user takes full responsibility for the information presented.]