Educational Consulting Services

PRINCIPAL

• Diane S. Haager

• Educational Consultant

• Phone (323) 793-6158

• diane@ecslearning.com

ACADEMIC DEGREES

• Ph.D. University of Miami Reading and Learning Disabilities

• M.Ed. University of Miami Reading and Learning Disabilities

• B.S.Ed. Miami University, Ohio Learning Disabilities/Behavior Disorders; Elementary Education

AREAS OF EXPERTISE

Evidence-based practices for reading intervention and instruction for struggling readers, English Learners, students with dyslexia, students with learning disabilities, behavior disorders and other disabilities; Tiered intervention models, i.e., Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI). Professional development and teacher quality, including qualitative study of teachers’ practices, teachers’ perceptions and beliefs, classroom climate, and schoolwide initiatives.

POSITIONS

• California State University, Los Angeles

• Professor, Special Education, 1992-2018

• Professor Emeritus, 2019- present

SAMPLE PUBLICATIONS

Articles

Rhinehart, L., Iyer, S., & Haager, D. (2022). Children who receive special education services for ADHD: Early indicators and evidence of disproportionate representation in the Early Childhood Longitudinal Study (ECLS-K: 2011). Journal of Emotional and Behavioral Disorders, 30(1), 3–15.

Stevens, E. A., Murray, C. S., Scammacca, N., Haager, D., & Vaughn, S. (2022). Middle school matters: Examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing, 35(8), 1839-64.

Rhinehart, L. V., Bailey, A. L., & Haager, D. (2022). Long-term English learners: Untangling language acquisition and learning disabilities. Contemporary School Psychology. https://doi.org/10.1007/s40688-022-00420-w

Haager, D., & Osipova, A.V. (2017). Enhancing academic instruction for adolescent English language learners with or at risk for learning disabilities. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 14(1), 7-26. (Special issue on English language learners).

Brownell, M. T., Kiely, M. T., Haager, D., Boardman, A. G., Corbett, N., Algnia, J., Urbach, J., & Dingle, M. P. (2017). Literacy Learning Cohorts: Content-focused Approach to Improving Special Education Teachers’ Reading Instruction. Exceptional Children, 83(2), 143-164.

Urbach, J., Moore, B. A., Klingner, J. K., Galman, S., Haager, D., Brownell, M. T., & Dingle. M. (2015). “That’s my job”: Comparing the beliefs of more and less accomplished special educators related to their roles and responsibilities. Teacher Education and Special Education, 38(3), 1-14.

Books, Chapters, Other

Haager, D., & Aceves, T. A. (2017). Supporting language and literacy development for additional language learners with disabilities. In M. T. Hughes & E. Talbott (Eds.), The Handbook of Diversity in Special Education (1st Ed. 183-205.

Haager, D., Dimino, J., & Windmueller, M. (2014). Interventions for Reading Success (2nd Edition). Brookes Publishing Company.

Haager, D., Aceves, T. A., & Klingner, J. K. (2010). How to teach English language learners. San Francisco, CA: Jossey-Bass.

Jiménez, T. C., Haager, D. (2009). Reading intervention for students with learning disabilities. In C. Richards & J. C. Leafstedt (Eds.), Effective Reading Intervention: Strategies and Methods for Struggling Readers (pp. 47-70) . Allyn and Bacon.

Haager, D. (2008). Early intervention for students in general education: Promoting academic achievement for all. In T. C. Jiménez & V. L. Graf (Eds.), Education for all: Critical issues in the education of children and youth with disabilities. (pp. 167–194). Jossey-Bass.

Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention (D. Haager, J. Klingner, & S. Vaughn (Eds.)). Paul H. Brookes Publishing Co.

Haager, D., & Klingner, J. K. (2005). Differentiating Instruction in Inclusive Classrooms: The Special Educator’s Guide. Boston: Allyn and Bacon.

RECENT CONSULTING/ PROFESSIONAL DEVELOPMENT PROJECTS

Meadows Center for Preventing Educational Risk/ University of Texas, Austin Consulting regarding the science of reading, special education and English learners: advising on research projects, curriculum development, research synopses, editing publications, writing and conducting professional development

Humanities Texas Series: Teaching Evidence-Based Reading Practices at the Secondary Level New York City Department of Education, Office of English Language Learners Professional development in person and via webinars focusing on the science of reading for English learners, reading intervention, multi-tiered systems of support, strong core reading instruction

Educational Data Systems Principal Investigator for the evaluation of California’s implementation of the Reading First and subsequent reading initiatives. Involved qualitative analysis of over 20,000 open-ended survery responses, and 300-500 interviews.

California’s Rural Schools Initiatives Provided over 10 years of professional development and technical assistance for rural counties and districts (e.g., San Joaquin County, Merced, Visalia, Lodi, Livingston, Corcoran, San Diego rural districts, Fresno) regarding effective reading instruction and assessment for English learners, students with reading difficulties, and students with disabilities.

University of Dayton/ Ohio Compact for Teacher Education Professional development and state/ district leadership support, e.g., Core Reading Instruction for ELs, Intensifying Intervention for Tiers 2 and 3

Lehigh University Webinars on the science of reading, reading intervention for ELs

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