Department of Psychology
The University of Houston
126 Heyne Building
Houston, TX 77204-5522
(713) 743-8500

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Karla K. Stuebing, Ph.D.

Karla K. Stuebing

Research Professor
Texas Institute for Measurement, Evaluation, and Statistics
Ph.D., University of Houston

Heyne Building, Room 127B
832-842-2021
Karla.Stuebing@times.uh.edu

Research Interests

  • Statistical methods
  • Meta-analysis
  • Employee surveys
  • Performance appraisal

Selected Publications

Anderson H. A., Hentz G, Glasser A, Stuebing KK, Manny RE. Minus-lens stimulated accommodative amplitude decreases sigmoidally with age: A study of objectively measured accommodative amplitudes from age 3. Invest Ophthalmol Vis Sci 2008;49(7):2919-26.

Anderson H. A., Glasser A, Stuebing KK, Manny RE. Minus lens stimulated accommodative lag as a function of age. Optom Vis Sci. 2009;86(6):685-94.

Anderson H. A., Glasser A, Manny RE, Stuebing KK. Age-related changes in accommodative dynamics from preschool to adulthood. Invest Ophthalmol Vis Sci 2009 Aug 13. (Epub ahead of print).

Barr, C., Spitzmueller, C. & Stuebing, K. K. Too Stressed Out to Participate? Examining the Relation between Stressors and Survey Response Behavior. (2008). Journal of Occupational and Health Psychology, 13, 232-243.

Barth, A. E. Denton, C.D., Stuebing, K. K., Fletcher, J.F., Cirino, P. T., Francis, D., Vaughn, S. (in press). A Test of the Cerebellar Hypothesis of Dyslexia in Adequate and Inadequate Responders to Reading Intervention. Journal of the International Neurological Society.

Barth, A.E., Stuebing, K.K., Anthony, J.L., Denton, C.A, Mathes, P.G., Fletcher, J.M., & Francis, D.J. (2008). Agreement among response to intervention criteria for Identifying responder status. Learning and Individual Differences, 18(3),296-307.

Dunleavy, E. M., Stuebing, K. M., & Campion, J. E., & Glenn, D. M. (2007). Using the 4/5ths rule as an outcome in regression analyses: A demonstrative simulation. Journal of Business and Psychology.

Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology,86,6-23.

Francis, D. J., Fletcher, J. M., Stuebing, K. K., Davidson, K. C., & Thompson, N. (1991). Analysis of change:Modeling individual growth. Journal of Consulting and Clinical Psychology , 59(1), 27-37.

Francis, D.J., Fletcher, J.M., Stuebing, K.K., Lyon, G.R., Shaywitz, B.A., & Shaywitz, S.E. (2005). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38(2), 98-108.

Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.

Fuchs, L. S., Fuchs, D., Stuebing, K. K., Fletcher. J. M., Hamlett, C. L., & Lambert, W. (2008). Problem-Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? Journal of Educational Psychology, 100(1), 30-47.

Hasan KM, Halphen C, Sankar A, Eluvithingal TJ, Kramer L, Stuebing KK, Ewing-Cobbs L, Fletcher JM. (2007) Diffusion Tensor Imaging Based Tissue Segmentation: Validation and Application to the Developing Child and Adolescent Brain. Neuroimage. 34(4):1497-1505.

Klorman, R., Thatcher, J. E., Shaywitz, S. E., Fletcher, J. M., Marchione, K. E., Holahan, J. M., Stuebing, K. K., & Shaywitz, B. A. (2002). Effects of event probability and sequence on children with attention-deficit/hyperactivity, reading, and math disorder. Biological Psychiatry, 52, 773-846

Landry, S. H., Swank, P., Stuebing, K. K., Prasad, M. Ewing-Cobbs, L. (2004). Social competence in young children with inflicted traumatic brain injury. Developmental Neuropsychology, 26(3), 707-733.

Masud, F., Fariedeh, B., Chi, E., Pass, S. E., Samir, H., Stuebing, K., & Leibl, M. G. (2008). Recombinant Factor VIIa Treatment of Severe Bleeding in Cardiac Surgery Patients: A retrospective analysis of dosing, efficacy and safety outcomes. Journal of Cardiothoracic and Vascular Anesthesia, 23(1), 28-33.

Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J., & Shaywitz, B.A. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.

Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Schneider, A. E., Marchione, K. E., Stuebing, K. K., Francis, D. J., Pugh, K. R., & Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study of adolescence.Pediatrics, 104(6), 1351–1359.

Shaywitz, B.A., Holford, T.R., Holahan, J.M., Fletcher, J.M., Francis, D.J., Stuebing, K.K., & Shaywitz, S.E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study of reading. Reading Research Quarterly, 30, 894-906.

Stuebing, K. K., Barth, A. E., Cirino, P., Fletcher, J. M., & Francis, D. J. (2008). Response to Recent Re-Analyses of The National Reading Panel Report: Effects of Systematic Phonics Instruction are Practically Significant. Journal of Educational Psychology, 100(1), 123-134.

Stuebing, K.S., Barth, A. E., Molfese, P., Weiss, B., & Fletcher, J. M. (2009). IQ is not strongly related to response to reading instruction: A meta-analytic interpretation. Exceptional Children, 76(1), 31-51.

Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., Shaywitz, B. A. (2002). Validity of IQ-Discrepancy Classification of Reading Disabilities: A Meta-Analysis. American Educational Research Journal, 39(2), 469-518.

Weitzner, M. A., Meyers, C. A., Stuebing, K. K., and Saleeba, A. K. (1997). Relationship between quality of life and mood in long-term survivors of breast cancer treated with mastectomy. Supportive Care in Cancer. 5(3), 241-248.