Phone:  828-227-7108
Email:  wdnichols@wcu.edu
Office Address:  Killian 120B

Education

• Ph.D., Texas A&M University, Educational Curriculum and Instruction with Reading / Educational Research Emphasis, 1995
• M.A., Appalachian State University, Elementary Education with Reading Emphasis, 1991
• B.S., Appalachian State University, Middle School Education - Language Arts and Science, 1988

Research Interests

Research interests include vocabulary instruction and reading comprehension with particular interest in professional development in these areas. I am also interested in the early stages of reading development and most recently published several articles on creating synergy between phonic instruction and fluency through rhyming poetry.

Recent Publications

Nichols, W. D., Rupley, W. H., & Rasinski, T.  (2009) Fluency in learning to read for meaning: Going Beyond Repeated Readings. Literacy Research and Instruction

Rupley, W. H., Nichols, W. D., & Rasinski, T. (In Press). Integrating phonics and fluency in a balanced reading program. The Journal of Balanced Reading Instruction.

Rasinski, T., Rupley, W. H., & Nichols, W. D. (In Press). Synergistic phonics and fluency instruction: The magic of rhyming poetry! New England Reading Association Journal.

Rasinski T., Rupley, W., & Nichols, W. D. (In Press) A Secret Ingredient: Phonics and fluency getting to know each other. The Reading Teacher.

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2008) Effective Reading Instruction for Struggling Readers: The Role of Direct/ Explicit Teaching. Themed Issue for Reading Writing Quarterly

Mraz, M., Taylor, B., Rickelman, R., Wood, K. D., & Nichols, W. D (2008) Explicit Vocabulary Instruction for the Struggling Reader. Themed Issue for Reading, Writing Quarterly

Rupley, W. H., Nichols, W. D., & Blair, T. R. (2008) Language and culture in literacy instruction: Where have they gone?  The Teacher Educator, 43 (3)

Nichols, W. D., Rupley, W. H., Blair, T. R. & Wood, K. D. (2008). Vocabulary strategies for linguistically diverse learners. Middle School Journal., 39 (3),  65-69.

Nichols, W. D., Wilkins, J. L. M., Rupley, W. H., Heldfelt, J. , Young, C. A.,  & O’Connor, R.  C. (2007).  Examining elementary and middle school teachers’ beliefs and instructional practices related to reading. Balance Reading Instruction, 13, 37-58.

Nichols, W. D., Young, C. A., & Rickelman, R. J.  (2007).  Improving middle school professional development by examining middle school teachers’ application of literacy strategies and instructional design.  Reading Psychology: Special Issue on Middle School Reading Instruction, 28 (1), 97-130

Blair, T. R., Rupley, W. H., and Nichols, W. D.  (2007) The effective teacher of reading: Considering the “what” and “how” of instruction.  The Reading Teacher, 60 (5),  432-438.

Nichols, W. D., Rickelman, R., Young, C. A., & Rupley, W. H. (2008). Understanding and applying reading instructional strategies: Implications for professional development in the middle schools.  In M. Foote, F. Falk-Ross, S. Szabo, & M. B. Sampson (Eds.), Navigating the Literacy Waters: Research, Praxis, & Advocacy (220-236). College Reading Association Yearbook, Texas A&M University-Commerce.