Rebecca S. Martinez Profile Image
Rebecca S. Martinez
Associate Professor
W.W. Wright Education Building Room 4072
Phone : (812) 856-8324
Fax: (812) 856-8333
Send me an e-mail
Department:  Counseling and Educational Psychology
Affiliations:  Counseling Psychology


Originally from Mexico City, I am a native Spanish speaker and am a former bilingual elementary school teacher. I taught as a Teach for America Corps Member in the Rio Grande Valley from 1993-1996. My master’s degree is in program evaluation and my doctorate is in School Psychology, both from the University of Texas at Austin. I completed an APPIC internship in Houston where I provided school-based mental health services in elementary, middle and high schools. For one year I was on the faculty at the University of Houston in the Early Childhood Education Program. For 14 years I was a faculty member in our department’s School Psychology Program and most recently served as the program’s Director of Clinical Training. My research over the last decade and a half focused primarily on promoting science in the schools, particularly in the area of multi-tiered systems of support (MTSS) for students struggling academically, and especially concerning English language learners (ELLs).


Albers, C.A., & Martínez, R. S. (
2015). Promoting Academic Success with English Language Learners: Best Practices for RTI. Guilford Publications: New York, NY.


Martínez, R.S., & Butera, G. (Guest Co-Editors) (2014, Vol. 24, Issue 2). Multidisciplinary Collaboration to Support Struggling Readers. Special series for
Journal of Educational and Psychological Consultation.

Martínez, R.S. (2014). Best practices in instructional strategies for reading in general education. In A. Thomas and P. Harrison (Eds.).
Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists.

*Martínez, R. S., Harris, B., & McClain, M. (2014). Effective and Collaborative School Practices that Promote English Reading for English Learners (EL).
Journal of Educational and Psychological Consultation, 24 (2), 128-148.

*Martínez, R. S., Nellis, L. N., White, S., Jochim, M., & Peters, R.K. (
2016). Learning disorders of childhood and adolescence. In Maddux, J. & Winstead, B. (Eds.) Psychopathology: Foundations for a Contemporary Understanding (4thEd.). New York, NY: Routledge.

2013 (Second Maternity leave Fall 2013)

*McIntosh, K., Martínez, R.S., Ty, S.V., McClain, M.B. (2013). Scientific research in school psychology: Leading researchers weigh in on our past, present, and future.
Journal of School Psychology, 51, 267-318.

2012 (First Maternity leave Fall 2012)

*Missall, K., Mercer, S., Martínez, R. S., &
Casebeer, D. (2012). Concurrent and Predictive Patterns and Trends in Performance on Early Numeracy Curriculum-Based Measures in Kindergarten and First Grade. Assessment for Effective Intervention, 37(2), 95-106.

*Mercer, S., Martínez, R. S., &
Faust, D., & Mitchell, R. R. (2012). Criterion-Related Validity of Writing Curriculum-Based Measurement (WCBM) in High School Students, School Psychology Quarterly, 27(2), 85-95.

Cummings, J. A., & Martínez, R. S. (2012). Visual representation of data: Showing the effects of
intervention. In R. Brown-Chidsey & Andren, K. (Eds.) Problem-Solving Based Assessment for Educational Intervention Second Edition. New York, NY: Guildford Publications.

*Begeny, J., Yeager, A., & Martínez, R. S. (2012). Effects of small-group and one-on-one reading fluency interventions with second grade, low-performing Spanish readers.
Journal of Behavioral Education, 21(1), 58-79.


*Martínez, R. S., Floyd, R. & Erichsen, L. (2011). Strategies and attributes of highly productive contributors to the school psychology literature.
Journal of School Psychology, 49, 691-720.

*Albers, C. A., Floyd, R. G., Fuhrmann, M. J., & Martínez, R. S. (2011). Publication criteria and recommended areas of improvement
within school psychology journals as reported by editors, journal board members, and manuscript authors. Journal of School Psychology, 49, 669-689.

*Martínez, R.S., Aricak, T., Graves, M.N., Peters, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to middle school transition.
Journal of Youth and Adolescence, 40, 519-530.

*Mercer, S., Nellis, L., Martínez, R. S., Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and teacher support as predictors of academic skill growth.
Journal of School Psychology, 49, 323-338.


Martínez, R. S., & Hazel, C. (2010). Entry level issues in school psychology. 
Trainers’ Forum, 29(2), 9-10.

*Daly, E. J., Hofstadter, K. I., Martínez, R. S., & Andersen, M. (2010). Selecting Academic Interventions for Individual Students. In G. G. Peacock, R. Ervin, & Daly, E. J. (Eds.)
Practical Handbook of School Psychology: Effective Practices for the 21st Century (pp. 115-132). New York, NY: Guilford Publications.

Martínez, R.S., & Huberty, T. (2010). Anxiety in Students with Learning Difficulties and Learning Disabilities. In J. Cassady (Ed.).
Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 137-152). New York, NY: Peter Lang Publishing.


Martínez, R.S., Missall, K. M., Graney, S. B., K. Aricak, T., & Clarke, B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten.
Assessment for Effective Intervention, 34(2), 116-125.

*Harris, B., Plucker, J. A., Rapp, K. E., & Martínez, R.S. (2009). Identifying gifted and talented English language learners: A case study.
Journal for the Education of the Gifted, 32, 368–393.

Graney, S. B., Martínez, R.S., Missall, K., & Aricak, T. (2009). Universal screening of reading in late elementary school: R-CBM versus CBM Maze.
Remedial and Special Education, 31(5), 368-377.

Graney, S. B., Missall, K., Martínez, R. S., & Bergstrom, M. (2009).
A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology, 47(2), 121-142.

*Edl, H., Humphreys, L., & Martínez, R. S. (2009). University-School Collaboration for the Implementation of a Tier III Reading Program for Elementary School Students. Journal of Applied School Psychology, 25(3), 221-243.


Martínez, R.S., Aricak, T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model.
Psychology in the Schools, 45, 1010-1022.

ricak, T., Bekci, B., Siyahhan, S., & Martínez, R.S. (2008). Turkish elementary school students’ perceptions of local and global terrorism. Electronic Journal of Research in Educational Psychology, 6, 117-134.

Palacios, E. D., Martínez, R.S., & Ridley, C.R. (2008). Bilingual school psychologists. In C. S. Clauss-Ehlers (Ed.).
The Encyclopedia of Cross Cultural School Psychology. New York, NY: Springer Publishing.

Martínez, R. S., & Nellis, L. (2008). A School-Wide Approach for Promoting Academic Wellness for All Students. In B. Doll & J. Cummings (Eds.).
Transforming school mental health services (pp. 143-164). Thousand Oaks, California: Corwin Press.

Nellis, L. M., & Martínez, R. S. (2008). Indiana summer academy for school psychologists: A response to professional development needs around tiered models of prevention and intervention.
Trainers’ Forum, 26, 14-17.

*Pérez, B., Harris, B., Martínez, R.S., & Ridley, C.R. (2008). Culturally competent assessment of English language learners. In Clauss-Ehlers, Caroline S. (Ed.).
The Encyclopedia of Cross Cultural School Psychology. New York, NY: Springer Publishing.

*Martínez, R. S., Graves, M. N., & Heckman, A. R. (2008). School-university partnerships: Marshalling local resources for RTI implementation.
Communiqué, 36.

*Graves, M.N., & Martínez, R.S. (2008). A comprehensive look at learning disabilities. In C.S. Clauss-Ehlers (Ed.), 
Encyclopedia of cross-cultural school psychology. New York: Springer.



*Harris, B., Rapp, K.E., Martínez, R.S., Plucker, J. A. (2007). Identifying English language learners for gifted and talented programs: Current practices and recommendations for improvement.
Roeper Review, 30, 26-29.

*Levinson, B., Bucher, K., Harvey, L., Martínez, R.S., Perez, B., Skiba, R., Harris, B., Cowan, P., & Chung, C. (2007, August).
Latino Language Minority Students in Indiana: Trends, Conditions, and Challenges. Bloomington, IN: Center for Evaluation and Education Policy.



Martínez, R.S., & Carspecken, P. (2006).
Effectiveness of children’s literature and discussion to promote the social acceptance of peers with disabilities in a sample of Latino elementary children. The Journal of Applied School Psychology, 23, 97-115.

Martínez, R. S. (2006). Social support in inclusive middle schools: Perceptions of youth with learning disabilities.
Psychology in the Schools, 43, 197-209.

*Martínez, R.S., & Humphreys, L. (2006). Providing reasonable academic accommodations for secondary students with documented disabilities.
Principal Leadership, 12-15.

*Martínez, R.S., Nellis, L.M., & Prendergast, K. (2006, September 18).
Closing the Achievement Gap Series, Part II: Response to Intervention (RTI) – Basic Elements, Practical Applications, and Policy Recommendations. Bloomington, IN: Center for Evaluation and Education Policy.

*Hopf, A., & Martínez, R.S. (2006). Implementation of Instructional Level Assessment (ILA) within a Response to Intervention (RTI) model of service delivery.
The School Psychologist, 60, 75-78.

*Graves, M., & Martínez, R.S. (2006, December). Changes in IDEA 2004: Highlighting what school psychologists ought to know.
Indiana Association of School Psychologists (IASP) Newsletter.



*Martínez, R.S., & Dick, A. C. (2005).
Inclusion of children with disabilities in regular classroom settings. In Salkind, Neil J. (2005) (Ed.). Encyclopedia of Human Development. Thousand Oaks, CA: Sage Publications.

*Plucker, J., Martínez, R.S., Harris, B., & Rapp, K. (2005).
Identification of Students who are Limited English Proficient as Gifted. Bloomington, Indiana: Center for Evaluation and Education Policy.



Martínez, R.S., & Semrud-Clikeman, M. (2004). Psychosocial functioning of young adolescents with multiple versus single learning disabilities.
Journal of Learning Disabilities, 37, 411-420.

Martínez, R.S. (2004). Psychosocial problems and learning disability type: A fruitful area for future research in school psychology.
The School Psychologist, 58, 62-64.

Martínez, R.S. (2004). General education teachers’ attitudes toward inclusion: Implications for school psychologists.
Communiqué, 33, 16-18.


2003 and earlier

Martínez, R.S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy, and knowledge about adapting instruction for children with disabilities in inclusive settings.
Teacher Development, 7, 395-416.

Crandall, C. & Martínez, R.S. (1996). Culture, ideology, and anti-fat attitudes.
Personality and Social Psychology Bulletin, 22, 1165-1176.


Funded Research Proposals

2017 Spring     
Lilly Endowment, Inc.,
Comprehensive Counseling Initiative for Indiana K-12 Students, Written on behalf of the Monroe County Community School Corporation (MCCSC) Amount: $1,073,700

2017 Summer   Indiana University, Social Science Research Commons, 
Efficacy of Two Reading Interventions: A Randomized Control Trial with a Mixed-Method Evaluation (with Karin James) Amount: $15,000



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