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Linda Mason, Ph.D. - UNC-Chapel Hill. Chapel Hill, NC, US

Linda Mason, Ph.D. Linda Mason, Ph.D.

Professor of Special Education, School of Education | UNC-Chapel Hill


Professor of Special Education



Linda Mason, Ph.D. Publication Linda Mason, Ph.D. Publication







Linda H. Mason conducts research in literacy, focusing on reading comprehension and writing interventions for students with special needs. Prior to pursuing her academic career, Mason was a special education teacher and team leader in a large inclusive elementary school. In this setting she found that many students with special needs were unable to participate in classroom academic learning activities due to difficulties with reading and writing about content material and text. These students, she observed, often lacked the learning strategies and the self-regulated skills needed to persist when presented with difficult tasks.

Mason’s research, therefore, focuses on interventions for improving students’ self-regulated use of reading comprehension and writing strategies. Her earliest research in was conducted in elementary science and social studies context. More recently her research has focused improving adolescent learning outcomes in the inclusive content classroom. Mason has received over two million dollars in federal funding to support her research.
Mason is on eight editorial boards including the Journal of Educational Psychology, and Exceptional Children. She has two co-authored books, Powerful writing strategies for all students and Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Mason notes that a highlight of her career was teaching and sharing her research with students at the University of Szeged in Hungary in fall 2011.

Industry Expertise (5)

Education/Learning Program Development Public Policy Research Philanthropy

Areas of Expertise (3)

Exceptional Learners Literacy Self-regulated Learning Adult Literacy

Accomplishments (2)

Research Award (professional)


2011 Distinguished Early Career Research Award, Division for Research, Council for Exceptional Children

Fellowship (professional)


2013, Fellow, International Association for Research in Learning Disabilities

Education (3)

University of Maryland: Ph.D., Special Education/Learning Disabilities 2002

University of Maryland: M.Ed., Special Education 1994

University of Texas: B.S., Home Economics Education 1976

Affiliations (4)

  • Society for the Scientific Study of Reading (Voting Member)
  • Learning Disabilities Association
  • American Educational Research Association Council for Exceptional Children International Association for Writing Research Across Borders
  • International Reading Association

Event Appearances (5)

Understanding and Writing about Informational Text

Council for Learning Disabilities  Las Vegas, NV.


Persuasive Quick Writing in Social Studies for Upper Elementary Students with LD

Accepted Pacific Coast Research Conference  San Diego, CA.


Strategy Instruction in Schools: The Challenges involved in Building Sustainable School-Based Interventions.

Accepted Pacific Coast Research Conference  San Diego, CA.


Establishing writing routines in the content classroom

The University of Utrecht, Invited Keynote  Utrecht, The Netherlands


Responding to content reading

Chancellor’s Summer Institute, University of Illinois  Champaign, IL.


Articles (5)

How do primary grade teachers teach handwriting? A national survey Reading and Writing


A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only ...

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Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support American Educational Research Journal


Writing development involves changes that occur in children's strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote ...

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Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development Contemporary Educational Psychology


Writing is a complex task. Its development depends in large part on changes that occur in children's strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), ...

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Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers Journal of Educational Psychology


1. The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA
(Think before reading, think While reading, think After reading), was taught following ...

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Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities Focus on Exceptional Children


Harris et al discuss why Self-Regulated Strategy Development (SRSD) is a good match to the needs of students with learning disabilities and others who struggle with writing, how SRSD is done in the classroom, how teachers can plan for and evaluate SRSD, and ...

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