Robert Rickelman

photo of Robert Rickelman
Professor and Coordinator of Ph.D Strand in Reading
COED 396
704-687-8893

Dr. Bob Rickelman is Professor of Reading in the Reading and Elementary Education Department. He teaches primarily Reading and Writing in the Content Areas courses at the graduate and undergraduate levels. His areas of interest include content literacy, academic language, and literacy standards for students with severe intellectual abilities. He is a past president of the College Reading Association (now Association of Literacy Educators and Researchers), and he was award their Laureate and service awards. Dr. Rickelman is a former middle and high school reading and English teacher.

Research Interests: 

Content Literacy
Literacy Standards for Students with Severe Intellectual Disabilities
Online Inquiry
Comparative Education

Education: 

Ph.D. - University of Georgia, 1983, Reading Education
M.Ed. - Ohio University, 1976, Reading Supervision
B.A. - Ohio University, 1974, English Language and Literature

Teaching: 

Reading and Writing in the Content Areas
Modifying Instruction for Diverse Learners

Community Involvement: 

Past Chair of the North Carolina Developmental Disabilities Council
Consultant, over 15 states on Alternate Assessment Standards in Reading

Awards & Honors: 

Al Mazurkiewicz Service Award, College Reading Association, 2006
Laureate Award, Association for Literacy Educators and Researchers, 2011

Selected Publications: 

*Bieg, S.R., Rickelman, R.J., Jones, J.P., & Mittag, W (2013). The role of teachers' care and self-determined motivation in working with students in Germany and the United States. International Journal of Educational Research. 60, 27-37.

Mraz, M., Taylor, D. B., Rickelman, R. J., Wood, K. D., & Nichols, W. D. (2009) Explicit vocabulary instruction for the struggling reader. Reading Writing Quarterly, 25, 205 – 220.

Browder, D.M., Wakeman, S.Y., Flowers, C., Rickelman, R.J., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41, 2-16.