GUY TRAININ
Assistant Professor - Department of Teaching, Learning, and Teacher Education
Co-Director - Great Plains Institute for Reading and Writing
118 Henzlik Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0355
(402) 472-3391
Biography
Guy Trainin is currently an Assistant Professor in Teaching, Learning, and Teacher Education at UNL and a Co-Director of the Great Plains Institute for Reading and Writing. He is affiliated with the elementary education program as well as the UNL literacy group. He received his PhD in 2002 in Education from the University of California Riverside.
Dr. Guy Trainin focuses his research in the area of reading acquisition, reading disabilities and research methods. Both a general and special education teacher for more than 10 years, Dr. Trainin has also had extensive administrative experience in positions as a director of reorganization for a special education school, and a project coordinator for a not-for-profit organization. In the past five years, he has been responsible for analyses related to a series of design experiments funded by the Spencer Foundation in early reading acquisition. He is currently serving as an external evaluator to the Nebraska "Reading First" grant as well as a large Federal demonstration grant in Literacy and Art in southern California. He is a co-founder and co-director of The Great Plains Institute for Reading and Writing at the UNL. He has conducted research using quantitative approaches focusing on evaluation of interventions with Latent and Hierarchical Linear Models as mediated by measures of program fidelity. Dr. Trainin has collaborated in the creation and testing of several early literacy assessments currently in press. Dr. Trainin teaches undergraduate courses in Elementary Reading Methods and Elementary Language Arts Methods. His graduate courses include Seminars in Scientifically Based Reading Instruction, Assessing and Remediating Reading Difficulties, and Modern Practices in Literacy Education.
Recent Publications
Journal Articles
Trainin, G., Andrzejczak, N., & Poldberg, M. (in press). Visual arts and writing a mutually beneficial relationship. Journal of Arts and Learning.
Trainin, G., & Swanson, H. L. (2005). Cognition, metacognition, and achievement in college students with learning disabilities. Learning Disability Quarterly, 19, 369-377.
Trainin, G., Wilson, K., Wickless, M., & Brooks, D. (2005). Extraordinary animals and expository writing: Zoo in the classroom. Journal of Science Education and Technology,14, 299-304.
Swanson, H. L., Trainin, G., Necochea, D., & Hammil, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research , 73 , 407.
Book Chapters
Calfee, R. C., Norman, K., Trainin G., & Wilson, K. (2001). A design experiment for improving early literacy or what we learned in school last year. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda. Newark, DE: IRA.
Books
Wilson, K. M., Graves M. F., Calfee, R. C., & Trainin, G. (2003). Assessments and lesson plans. Boston: Allyn Bacon.
Research Projects
| A Phonics/ Decoding Intervention for Struggling Adolescent Readers | |
| UNL Layman Award | |
| Role: Co-PI | 2003-2004 |
| Assisting 3rd Grade Struggling Learners | |
| UNL Layman Award | |
| Role: Co-PI | 2003-2004 |
| UNL Reading Clinic | |
| Woods Charitable Fund | |
| Role: Co-PI | 2004 |
| UNL Reading Clinic | |
| Woods Charitable Fund | |
| Role: Co-PI | 2003-2004 |
