Amy L. Reschly, Ph.D.
I am an assistant professor of Educational Psychology & Instructional Technology. I have two primary research areas. The first is in student engagement at school and with learning and the promotion of high school completion. The other is in problem-solving and Curriculum Based Measurement (CBM), particularly in the areas of reading and early literacy. I am a member of the National Association of School Psychologists and the American Psychological Association.
Representative Publications
(under Anderson and Reschly):
Reschly, A. & Christenson, S.L. (in press). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education
Missall, K., Reschly, A., Betts, J., McConnell, S.M, Heistad, D., Pickart, M., Sheran, C., & Marston, D. (in press). A longitudinal examination of literacy development from preschool to kindergarten. School Psychology Review.
Marston, D., Pickart, M., Reschly, A., Muyskens, P., Heistad, D., & Tindal, G. (in press). Early literacy measures for improving student reading achievement: Translating research into practice. Exceptionality.
Reschly, A. & Christenson, S.L. (2006). Promoting School Completion. In G. Bear & K. Minke (Eds). Children’s Needs III: Understanding and addressing the developmental needs of children. National Association of School Psychologists.
Anderson, A.R., Christenson, S.L., Sinclair, M.F., & Lehr, C. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113
Anderson, A.R., Christenson, S.L., & Lehr, C.A. (2004). Promoting Student Engagement to Enhance School Completion: Information and Strategies for Educators. In A. Canter, L.
Paige, M. Roth, I. Romero, & S. Carroll (Eds.), Helping Children at Home and at School – 2nd Ed. National Association of School Psychologists: Bethesda, MD
Christenson, S.L., & Anderson, A.R. (2002). Commentary: The centrality of the learning context for students' academic enabler skills. School Psychology Review, 31(3), 378-393.