Bruce Saddler

Associate Dean for Faculty Advancement

Associate Professor

Ph.D. University of Maryland

Email: bsaddler@albany.edu

Dr. Bruce Saddler is Associate Dean for Faculty Advancement in the School of Education at the University at Albany.  He is an Associate Professor in the Division of Special Education. A military veteran and a former elementary and middle school Special Education teacher and teacher of the year, he has taught courses in inclusion, reading, writing, and Learning Disabilities at the master’s and doctoral levels. His current primary research interests center on writing disabilities. To support this research he has won the prestigious Early Career Research Award from the Office of Special Education, U.S. Department of Education. He has also presented at over 90 local, regional, national, and international research and professional conferences and has published over 40 scholarly articles in national and international journals including Journal of Educational Psychology, Journal of Special Education, Learning Disabilities Quarterly, and Reading and Writing Quarterly. He has also authored two books on writing. In his spare time Dr. Saddler enjoys biking, running, lifting weights, hiking , travel, and driving his Corvette.

Dr. Saddler has taught the following courses:

ESPE 564: Participation in and Study of English Language Arts Instruction
ESPE 565: Participation in and Study of Math, Science and Technology Programs
ESPE 561: Integrating Students with Disabilities in General Education Classrooms
ESPE 562: Characteristics of & Methods for Teaching Exceptional Secondary Students
ESPE 651: English Language Arts & Social Studies instruction for Students with Disabilities
ESPE 650: Instructional Environments and Practices for Students with Disabilities
ESPE 655: Assessment in Special Education
ESPE 657: Effective Teaching and Curricula for Diverse Learners
ESPY 761: History and Issues in Special Education
ESPE 887: Institute in Education - Written Expression for Students with Disabilities
EPSY 890: Research and Independent Study in Educational Psychology

Selected Publications:

Asaro-Saddler, K., Saddler, B., Ellis-Robinson, T. (in press). The effect of explicit instruction on the writing ability of a young student with Noonan Syndrome. International Journal of Special Education.

Saddler, B. (2014). Motivating Writers in Class: Theories and Interventions. New York: Routledge. ISBN: 978-0-415-72638-2

Saddler, B. (2012). Teacher’s guide to effective sentence writing. What Works for Special-Needs Learners series. New York: Guilford Publications, Inc. ISBN: 978-1-4625-0677-4

Saddler, B., & Asaro-Saddler, K. (2013). Response to Intervention in writing: A suggested framework for screening, intervention, and progress monitoring. Reading and Writing Quarterly, 29, 1, 20-43.

Saddler, B. (2012). Motivating writers: Theory and interventions. Reading & Writing Quarterly, 28, 1-4.

Saddler, B. (2012). Sentence combining. Expert Perspectives on Intervention with Reading Disabilities: An Anthology from Publications of the International Dyslexia Association (Joshi, M. and Moats, L. eds.).

Asaro-Saddler, K. & Saddler, B. (2010). The effects of planning and self-regulation training on the writing performance of young writers with Autism Spectrum Disorders. Exceptional Children, 77, 107-124.

Saddler, B. & Asaro-Saddler, K. (2010). Building better sentences: The effects of sentence combining practice. Preventing School Failure, 54(3), 159-163.

Asaro, K. & Saddler, B. (2009). The effects of a self-regulated writing strategy on the story writing ability of a young student with autism. Intervention in School and Clinic, 44, 5, 268-275.

Saddler, B., & Asaro, K. (2008). The effects of peer assisted sentence combining
practice on four writers with learning disabilities. Learning Disabilities: A Contemporary Journal, 6, 17-31.

Saddler, B., Behforooz, B., & Asaro, K. (2008). The effects of sentence combining instruction on the writing of fourth grade students with learning disabilities. Journal of Special Education, 42, 79-90.

Saddler, B. & Asaro, K. (2007). Increasing story writing ability through self-regulated strategy development and revising practice: Effects on young writers with learning disabilities. Learning Disability Quarterly, 30, 4, 223-234.

Saddler, B. & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading and Writing Quarterly, 23, 3, 231-248.

Saddler, B. & Preschern, J. (2007). Improving sentence writing ability through sentence-combining practice. Teaching Exceptional Children, 39, 3, 6-11.

Saddler, B. (2006). Increasing story writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29, 4, 291-305.

Saddler, B. & Graham, S. (2005). The effects of peer-assisted sentence combining instruction on the writing of more and less skilled young writers. Journal of Educational Psychology, 97(1), 43-54.

Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12, 3 – 17.

Saddler, B. (2003). But teacher I added a period! Improving the revising ability of middle school students. Voices from the Middle, 11, 20 – 26.

Harris, K. R., Graham, S., Mason, L., & Saddler, B. (2002). Developing self-regulated writers. Theory Into Practice, 41, 110 – 115.