PhD, University of Maryland
Director, Helen A. Kellar Institute for Human disAbilities
Endowed Director, Kellar Institute for Human disAbilities
Principal Investigator, Early Childhood Special Education, Region 4 Training and Technical Assistance Center
Sp Ed: General Curriculum
Phone: (703) 993-5080
Fax: (703) 993-3681
Email: lmason20 (@gmu.edu)
George Mason University
Finley Building 208A
4400 University Dr.
Fairfax, VA 22030
Linda H. Mason is a Professor of Education and the Endowed Director of the Helen A. Kellar Institute for Human disAbility. Prior to completing her Ph.D. in 2002 at the University of Maryland, Dr. Mason was an elementary school learning support teacher for seven years, two of which she served as student support team leader. Dr. Mason conducts research in content reading comprehension and writing interventions addressing intensive instructional support for students and for supporting learning in inclusive classrooms. Dr. Mason is the current Editor-in-Chief of Learning Disabilities Research and Practice and Co-Editor of the Journal of Inclusive Postsecondary Education. Dr. Mason has over 75 peer-reviewed and book chapter publications, 3 co-authored books, and over 150 presentations at academic- and practitioner-focused conferences. She served as the Council for Exceptional Children Division of Learning Disabilities President and as the-Division of Research (DR) Treasurer. Dr. Mason was awarded the CEC-DR Distinguished Early Career Award in 2011. Dr. Mason especially enjoys international collaborations; in addition to multiple international presentations, she has worked closely with teachers and researchers in the Netherlands and China. Dr. Mason also received a Fulbright Scholarship to the University of Szeged, Hungary where she taught master and doctoral classes.
Mason, L.H., Reid, R., & Hagaman, J. (2016). L’enseignement explicite de la lecture et de l’écriture: 40 leçons pour hisser les élèves vers la réussite. Adaptation: Lyne Legault. Quebec: Cheneliere Education.
Mason, L.H., Reid, R., & Hagaman, J. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Baltimore, MD: Brooks Publishing Co. Inc.
Harris, K.R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brooks Publishing Co. Inc.
Selected Journal Articles (2013-present)
Garwood, J. D., Werts, M. G., Mason, L. H., Harris, B., Austin, M. B., Ciullo, S., Magner, K. M., Koppenhaver, D. A., & Shin, M. (2019). Improving persuasive science writing for secondary students with emotional and behavioral disorders educated in residential treatment facilities. Behavioral Disorders. On-line first.
Mason, L.H. & Zheng, S. (2018). Writing from text in eight middle school learning support classrooms: Ascertaining aspects of intensive intervention. Learning Disabilities: A Multi-Disciplinary Journal, 23, 87-101.
Ciullo, S., & Mason, L.H. (2017). Prioritizing elementary school writing instruction: Cultivating middle school readiness for students with learning disabilities. Intervention in School and Clinic, 52, 287-294.
Gersten, R., Harris, K.R., & Mason, L.H. (2017). Beyond reading: The less addressed aspects of research in learning disabilities: Introduction to the special issue. Learning Disabilities Research & Practice, 32, 137-139.
Mason, L.H., Mong Cramer, A., Garwood, J., Varghese, C., Hamm, J., & Murray, A. (2017). The efficacy of SRSD instruction for developing writers with and without disabilities in rural schools: A randomized controlled trial. Rural Special Education Quarterly. Online First DOI: 10.1177/8756870517723617
Foxworth, L.L., Mason, L.H., & Hughes, C.A. (2016). Improving narrative writing skills of secondary students with disabilities. Exceptionality. On-line DOI: 10.1080/09362835.2016.1196452
Li, M., Murphy, P.K., Wang, J., Mason, L.H., Firetto, C.M., Wie, L., & Sun Chung, K. (2016). Promoting reading comprehension and critical-analytic thinking: A comparison of three approaches with fourth and fifth-graders. Contemporary Educational Psychology, 46, 101-115.
Sennott, S., & Mason, L.H. (2015). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 36, 1-13. Online DOI: 10.1177/1525740115601643
Datchuk, S.M., Kubina, R.M., & Mason, L.H. (2015). Effects of sentence instruction and frequency building to a performance criterion on elementary aged students with behavioral concerns and EBD. Exceptionality, 23, 34-53.
Benedek-Wood, E., Mason, L.H., Wood, P., Hoffman, K., & MacGuire, A. (2014). SRSD for quick writing in four middle school science classrooms. Learning Disabilities: A Contemporary Journal, 12, 69-92.
Ennis, R. P., Harris, K. R., Lane, K. L., & Mason, L. H. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40, 68.
Mong Cramer, A.M., & Mason, L.H. (2014). The effects of strategy instruction for writing and revising persuasive quick writes for middle school students with emotional and behavioral disorders. Behavior Disorders, 40, 37-51.
Valasa, L.L., Mason, L.H., & Hughes, C.A. (2014). Essay-writing interventions for adolescents with high incidence disabilities: A review of research. International Journal or Research in Learning Disabilities, 2, 72-97.
Mason, L.H., Dunn Davison, M., Hammer, C.S., Miller, C.A., & Glutting, J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1135-1158.
Mason, L.H., Kubina, R., & Hoover, T. (2013). Effects of quick writing instruction for high school students with emotional and behavioral disabilities. Journal of Emotional and Behavioral Disorders, 21, 163 – 175.
Mason, L.H., Kubina, R.M., Kostewicz, D., Mong Cramer, A., & Datchuk, S. (2013). Improving quick writing performance of middle school struggling learners. Contemporary Educational Psychology, 38, 236-246.
Mason, L.H. (2013). Teaching students who struggle with learning to think before, while, and after reading: Effects of SRSD instruction. Reading and Writing Quarterly 29, 124-144.
Mason, L.H., Meadan, H., Hedin, L, & Taft, R.A. (2013). Self-regulated reading comprehension: Perceptions of students who struggle with reading. Exceptionality, 21, 69-86.
Perin, D., Hare Bork, R., Peverly, S.R., & Mason, L.H. (2013). A contextualized curricular supplement for developmental reading and writing. Journal of College Reading and Learning. 43, 8-38.
Selected Book Chapters (2014-present)
Mason, L.H., Mamlin, N., & Stewart, K. (2019). Evidence-based writing intervention: Three tiers of instruction for elementary students. In P. C. Pullen M. J. Kennedy (Eds.), Handbook on response to intervention (pp.218-232). New York: Routledge.
Harris, K.R., Graham, S., Mason, L.H., McKeown, D., & Olinghouse, N. (2018). Self-regulated strategy development in writing: A classroom example of developing executive functioning and future directions. In L. Meltzer (Ed.), Executive functioning in education (pp. 326-356). New York, NY: Guilford Press.
Mason, L.H. (2018). Literacy for students with learning, attention, and behavioral disabilities. In USAID Toolkit to promote literacy for students with disabilities. Global Reading Network, USAID, and World Bank.
Mason, L.H., & Reid, R. (2018). Individual and group differences in self-regulation of learning and performance self-regulation: Implications for individuals with special needs. In D. Schunk & J. Greene (Eds.), Handbook of self-regulation of learning and performance, 2nd edition. New York: Routledge.
Dunn Davison, M, & Mason, L.H. (2017). A road less traveled: Writing research for diversestudents with disabilities, In M.T. Hughes & E. Talbott (Eds.). The handbook of research on diversity in special education (pp. 277-298). Hoboken, NY: John Wiley and Sons, Inc.
Mason, L.H., & Reid, R. (2017). Individual and group differences in self-regulation of learning and performance self-regulation: Implications for individuals with special needs. In D. Schunk & J. Greene (Eds.), Handbook of self-regulation of learning and performance, 2nd edition. New York: Routledge.
Klinger, J., Brownell, M., Mason, L.H., Sindelar, P.T., & Benedict, A. (with Griffin, C., Lane, K., Israel, M., Pia Oakes, W., Mariah Menzies, H., Germer, K., & Park, Y.) (2016). Teaching Students with Special Needs in the New Millennium. In D.H. Gitomer & C.A. Bell (Eds.) AERA handbook of research on teaching, 5th Edition (pp. 639-716). Washington D.C.: American Educational Research Association.
Mason, L.H. (2017). Writing to Learn Instruction that Works. Fidalgo, R., Harris, K. R., Braaksma, M. (Eds.), Design principles for teaching effective writing. Amsterdam: Brill Editions.
Mong Cramer, A., & Mason, L.H. (2015). “Thank you for helping me write a better paper:” Peer support in learning to write. L. Meltzer, & K. R. Harris (Eds.). The power of peers. New York, NY: Guilford Press.
Mason, L.H., & Benedek-Wood, E. (2014). Writing instruction for the inclusive classroom. J. McLesky, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.) Handbook of research and practice for effective inclusive schools (pp. 247-260). Danvers, MA: Routledge.
Learning Disabilities Research & Practice
Journal of Inclusive Postsecondary Education
Courses Taught This Semester
Other Courses Taught
- Directed Inquiry in Educational Psychology (EDEP 798)
- Education Research (EDRS 590)
- Problems and Methods in Education Research (EDRS 810)
- Language Development and Reading (EDSE 403)
- Language Development and Reading (EDSE 503)
- Special Education Research (EDSE 590)
- Intervention Research in Special Education (EDSE 841)
- Current Issues in Special Education (EDSE 844)
- Writing Grants (EDSE 885)
- Doctoral Dissertation Proposal (EDUC 998)