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Wayne Slater is an associate professor in English and Literacy Education in the Department of Teaching and Learning, Policy and Leadership (TLPL) at the University of ÀË»¨Ö±²¥. His research is grounded in cognitive psychology, linguistics, literacy, literary studies, and rhetoric. His publications have appeared in the Journal of Educational Psychology, Journal of Educational Research, Reading Research Quarterly, Research in the Teaching of English, and Reading and Writing Quarterly. As principal investigator, he has been awarded five (5) Elementary and Secondary Education Act (ESEA) Title II grants with the Baltimore City Public Schools (City Schools), the Montgomery County Public Schools (MCPS), and the Prince George’s County Public Schools (PGCPS).

Currently, he is focused on critical thinking and problem solving in reading and writing and is investigating the effects of readers’ prior knowledge on their comprehension of persuasive texts, e.g., the biased assimilation effect, readers’ attempts to resolve conflicting arguments, and reader response to literature. He is also working on a book focused on rhetorically based writing instruction at the middle and high school levels. He has served as a reviewer for the American Educational Research Association, Journal of Educational Psychology, Reading Research Quarterly, and Research in the Teaching of English; and has chaired and currently serves as program chair of the American Educational Research Association (AERA) Special Interest Group (SIG): Research in Reading and Literacy.

Recent Publications

Wayne H. Slater and James A. Groff (2017): Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students’ Reading and Writing of Persuasive Text, Reading & Writing Quarterly: DOI:

Shirley Wilson Logan and Wayne H. Slater (Eds.). (2018). Academic and Professional Writing in an Age of Accountability: ISBN: 9780809336913