Dr John C Begeny
- Website: http://www.ncsu.edu/project/johnbegeny/people.html
- Vita: download vita
- Email: firstname.lastname@example.org
- Phone: 919-513-7950
Dr. John Begeny received his B.S. in Psychology and B.A. in English at Western Michigan University in 2000, and completed his M.S. in 2002 and Ph.D. in 2005 in School Psychology at Syracuse University. John completed his pre-doctoral internship at the University of Nebraska Medical Center, Munroe Meyer Institute.
Prior to and during his employment at NC State, John obtained a variety of professional-practice experiences (e.g., school psychologist intern in elementary schools and a medical hospital, classroom teacher for a non-public school, paraprofessional for a public school, school district consultant in academic instruction and assessment, clinician in a psychoeducational clinic). In addition, he obtained these experiences in a variety of different settings (e.g., urban, suburban, and rural schools in the Northeast, Midwest, Northwest, and Southern United States; rural and urban schools in Latin America). John has also worked with hundreds of K-12 teachers and with a wide range of student populations (e.g., English language learners, children with diagnosed learning disabilities, children with autism, and children with severe behavior disorders).
John has received several grants for his research activities, including an early career research grant from the Society for the Study of School Psychology and grants to develop early literacy instructional materials for parents and teachers. John has also received grants to fund reading projects for students in low-income communities, including communities in Central America. As part of The Guilford PressPractical Interventions in the Schools Series, John developed a model for helping schools to assist struggling learners in reading, math, and writing.
In his graduate- and undergraduate-level teaching at NCSU, John regularly supplements traditional coursework with applied experiences in the community (e.g., schools and community-based after school programs). Students in his classes therefore obtain hands-on experiences working with children, parents, school teachers, and/or community-based educators. Overall, John’s professional goal is to work and partner with teachers and parents to help connect research and practice, and to help train university students to enter the challenging yet important field of education.
Here are some other professional websites John developed that are related to disseminating his work to educators:
http://www.helpsprogram.org (HELPS Reading Fluency Program)
http://helpseducationfund.org/ (Helps Education Fund non-profit organization)
http://www.sopaaforschools.org/ (Support website for using SOPAA model)
Although John is passionate about his professional work and goals, his non-professional life helps to keep him balanced and happy. Outside of his professional life, John spends a great deal of time with music-related activities (e.g., learning Latin dances, learning to play musical instruments, attending live shows). He also devotes his time to friends, family, reading, learning Spanish, and learning more about the world and people through traveling.
Teaching and Research Interests
- Reading interventions, particularly for students with reading difficulties and English Language Learners
- Systems-change in schools to promote academic effectiveness and instructional efficiency
- Math interventions
- Methods of academic progress monitoring (e.g., curriculum-based measurement)
- International education
- Community engaged scholarship (e.g., partnering with schools and parents to improve students' early literacy skills)
- Strategies for teacher training/staff development
- Contemporary approaches for early assessment and remediation of student learning difficulties (e.g., response to intervention)
- The educational achievement gap and related educational inequities
The ERPAS group (see main website for Begeny) is very busy this year analyzing data from previous research projects and writing and revising manuscripts for publication.
During the current academic year, our team is also involved with the following projects:
- Evaluating the effects of different training materials and feedback procedures on interventionists' use and implementation integrity of academic interventions.
- Training educators how to implement the SOPAA model in order to assist struggling learners in reading, math, and writing.
- Expanding and finalizing instructional and dissemination features associated with Project SPARK.
- Developing a mathematics intervention for elementary-aged students.
- Evaluating the feasibility and effects of having upper elementary-aged students implement the HELPS Program with lower elementary aged students who experience reading difficulties. This project is being carried out at a local after-school center that is attended by many economically disadvantaged students with reading difficulties.
- Evaluating the impact of having high-school students serve as community volunteers to implement reading programs for struggling elementary-aged readers.
- Evaluating the impact of the HELPS Program for small groups of students.
- Evaluating the relationship between student response to reading intervention and specific student characteristics (e.g., cognitive abilities).
- Increasing the capacity, projects, and scope of the Helps Education Fund. The Helps Education Fund is a non-profit organization that was founded by John Begeny (director of ERPAS), and the mission of this non-profit encompasses many of the same priorities as the ERPAS team.
- · Project Title: Trastorno por Déficit de Atención con Hiperactividad y Dificultades en el Aprendizaje de
la Lectura: Factores cognitivos y afectivo-motivacionales moduladores de la eficacia de la intervención; English translation: Attention Deficit Hyperactivity Disorder and Reading Disabilities: Cognitive and Affective-motivational Factors Modulating the Efficacy of the Treatment. (Role: International Consultant; Principal Investigator: Manuel Soriano Ferrer, Professor at University of Valencia, Spain); €39.000 (~$50,000); Miniterio de Economia y Competitividad Plan Nacional de IDi Subprograma de Proyectos de Investigación Fundamental; (Funding period: 2013-2015)
- · Project Title: Project SPARK (Supporting Parental Activities for Reading with Kids): An
Innovative Family-based Project Aimed to Improve Children’s Early Literacy Skills (Principal Investigator, $10,000); North Carolina State University; University Extension, Engagement, and Economic Development (2009-2010)
- · Project Title: Using Educational Technology to Improve Instruction with Future Educators
($1,380); North Carolina State University; College of Education (2009-2010)
- · Project Title: Development of a Curriculum-Based Early Numeracy Diagnostic Protocol:
Assessing the Big Ideas in Beginning Mathematics (Co-principal Investigator with Dr. Scott Methe, $13,873); Society for the Study of School Psychology; Early Career Research Grant Program (2008-2009)
- · Teaching/Course Development Grant: Processes of Inquiry through Educational and
Psychological Research ($5000+); North Carolina State University; First Year Inquiry Program, Fundamentals of Inquiry Grant (2008-2010)
- · Project Title: The Effects of Reading Fluency Interventions for Spanish-speaking Students
(Principal Investigator, $4,500); North Carolina State University; College of Humanities and Social Sciences, Scholarly Project Award (2007-2008)
- · Project Title: Strengthening North Carolina Students’ Reading Development with Evidence-
based Instructional Practices (Principal Investigator, $10,000); North Carolina State University; University Extension, Engagement, and Economic Development (2006-2007)
Extension and Community Engagement
Nearly all of what Dr. Begeny does involves extension and community engagement. See main website for more details, and below are some recent awards John has received in the area of extension and engagement:
- Selected by the NCSU College of Humanities and Social Sciences as a nominee for the 2012 Entrepreneur of the Year award; NCSU Office of Technology Transfer (2012)
- John's work with the HELPS reading program was selected by NC State University administrators as one of three exemplary projects across all NCSU faculty to be used in the university application for the U.S. President’s Higher Education Community Service Honor Roll. NC State’s overall application for this award, in competition with over 750 applications from other U.S. universities, went on to receive the country’s top honor (with only one other university) for general community service (2012) (http://www.nationalservice.gov/about/initiatives/honorroll.asp)
- Recipient of the 2010-2011 Alumni Outstanding Extension Service Award, University Alumni Association, North Carolina State University (2011)
- Inducted into the Academy of Outstanding Faculty Engaged in Extension, North Carolina State University (2011)
- Outstanding Extension Service Award, College of Humanities and Social Sciences, North Carolina State University (2011)
- Recipient of the 2011 Opal Mann Green Engagement and Scholarship Award in recognition of the service and scholarship that occurs through a partnership with the Wake County Boys and Girls Club, North Carolina State University (2011)
- Selected as a Community Engaged Faculty Fellow, Provost’s Office and Office of Professional Development, North Carolina State University (2011)
- Recipient of the 2010 Ernest A. Lynton Citation for Distinguished Engaged Scholarship (July 2010). This nationally competitive award recognizes an early-career faculty member (across all academic disciplines) who demonstrates outstanding integration of community-engaged teaching, research, and service; the award is sponsored by the New England Resource Center for Higher Education (NERCHE)
- Selected as one of seven Assistant Professors to participate in the Education and Discovery Grounded in Engaged Scholarship (EDGES) Program, Institute for Nonprofits, North Carolina State University (August 2009)
Some recent publications:
Begeny, J.C., Easton, J.E., Upright, J.J., Osbeck, K.R., & Ehrenbock, C.A. (in press). The
reliability and user-feasibility of materials and procedures for monitoring the implementation integrity of a reading intervention. Psychology in the Schools.
Begeny, J.C., Upright, J.J., Easton, J.E., Ehrenbock, C.A., & Osbeck, K.R. (in press). Validity
estimates and functionality of materials and procedures used to monitor the implementation integrity of a reading intervention. Journal of Applied School Psychology.
Begeny, J.C., & Greene, D.J. (in press). Can readability formulas be used to successfully gauge
difficulty of reading materials? Psychology in the Schools.
Begeny, J.C., Braun, L.M., *Lynch, H.L., *Ramsay, A.C., & Wendt, J.M. (2012). Initial
evidence for using the HELPS reading fluency program with small instructional groups. School Psychology Forum: Research in Practice, 6, 50-63.
Begeny, J.C., Ross, S.G., Greene, D.J., Mitchell, R.C., & Whitehouse, M.H. (2012). Effects
of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English language learners: A preliminary evaluation. Journal of Behavioral Education, 21, 134-149.
Begeny, J.C., Yeager, A., & Martinez, R.S. (2012). Improving Spanish-speaking, Costa Rican,
second-grade students’ reading fluency: Comparing small-group and individualized interventions. Journal of Behavioral Education, 21, 58-79.
Begeny, J.C., Hawkins, A.L., Krouse, H.E., & Laugle, K.M. (2011). Altering instructional
delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness? Psychology in the Schools. 48, 769-785.
Begeny, J.C., Mitchell, R.C., Whitehouse, M.H., *Harris, C.F., & Stage, S.A. (2011). Effects
of the HELPS reading fluency program when implemented by classroom teachers with low-performing second-grade students. Learning Disabilities Research & Practice, 26, 122-133.
Methe, S.A., Begeny, J.C., & *Leary, L.L. (2011). Development of conceptually focused early
numeracy skill indicators. Assessment for Effective Intervention, 36, 230-242.
Ross, S.G., & Begeny, J.C. (2011). Promoting fluency in English-language learners: Comparing
the effects of a small-group and one-on-one reading intervention. Psychology in the Schools, 48, 604-618.
Begeny, J.C. (2011). Effects of the Helping Early Literacy with Practice Strategies (HELPS)
reading fluency program when implemented at different frequencies. School Psychology Review, 40, 149-157.
Begeny, J.C., Krouse, H.E., Groce, M.K., & Mann, C.M. (2011). Teacher judgments of
students’ reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40, 23-38.
Begeny, J.C. & *Buchanan, H. (2010). Teachers’ judgments of students’ early literacy skills
measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience. Psychology in the Schools, 47, 859-868.
Begeny, J.C. Laugle, K.M., Krouse, H.E., Lynn, A.E., Tayrose, M.P., & Stage, S.A. (2010). A
control-group comparison of two reading fluency programs: The Helping Early Literacy with Practice Strategies (HELPS) program and the Great Leaps K–2 reading program. School Psychology Review, 39, 137-155.
Cook, C.R., Jimerson, S.R., & Begeny, J.C. (2010). A model for predicting the presence of
school psychology: An international examination of sociocultural, sociopolitical, and socioeconomic influences. School Psychology International, 31, 438–461.
Please see CV
- PhD in School Psychology from Syracuse University, 2005
- PSY 499 - 039Individual Study in PsychologyTBA
- PSY 499 - 039Individual Study in PsychologyTBA