Wieland, Karen M.

National and International Conference Presentations 

• Wieland, K.M. & Fitzgerald, J.C. (2010, April). Palimpsests and pentimentos: Understanding the iterative and incremental nature of word meaning construction from context and modeling readers’ outcomes. Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair: Angela Hairrell). 
• Fitzgerald, J.C. & Wieland, K.M. (2010, April). Snapshots in time: College-age readers frame-by-frame word meaning constructions from natural (and sometimes misleading) contexts. Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair Angela Hairrell). 
• Wieland, K.M. & Lu, W.C. (2010, April 25-28). Contextual vocabulary acquisition process and outcomes of college-age readers. Research poster session presented at the International Reading Association 55th Annual Congress, Chicago, IL. 
• Wieland, K.M. (2010, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts. Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. 
• Wieland, K.M., Fitzgerald, J.C., & Kapelner, A.D. (2009, November). Contextual  vocabulary analysis processes and outcomes of college age readers. National Reading Conference, Albuquerque, NM. (discussant: Ellen Rintell). 
• Wieland, K.M. (2009, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts. Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. (discussant: Vicki Risko). 
• Wieland, K.M. (2009, April). Toward a unified theory of contextual vocabulary acquisition: Exploring lacunae through verbal protocol analysis. Paper presented at the 2009 Annual Meeting of the American Educational Research Association, San Diego, CA. (discussant: Judith Scott). 
• Wieland, K.M. (2008, December). A study of excellent readers thinking aloud during CVA. In M.W. Kibby, K.M. Wieland, T.M. Christ, Acquiring a sense of a word’s meaning from verbal context: Processes, outcomes, and curricular directions. Session presented at the National Reading Conference, Orlando, FL. (discussant: Susan Watts Taffe). 
• Kibby, M.W., Rapaport, W.J. & Wieland, K. (2006, August). Contextual Vocabulary Acquisition (CVA): Cognitive processes and instructional methods. Poster session presented at the International Reading Association 21st World Conference on Reading, Budapest, Hungary. 
• Kibby, M.W., Rapaport, W.J., & Wieland, K. (2004, May). Helping students apply reasoning to gaining word meanings from context: Application of artificial intelligence and verbal protocol data to curriculum design. Symposium conducted at the meeting of the International Reading Association 49th Annual Convention, Reno, NV. 
• Wieland, K. & Kibby, M.W. (2002, November). Research-based methods for teaching contextual acquisition of meaning vocabulary. Paper presented at the meeting of the International Dyslexia Association 53rd Annual Conference, Atlanta, GA. 
• Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method. Paper presented at the meeting of the International Dyslexia Association 52nd Annual Conference, Albuquerque, NM, October 2001. 
• Wieland, K.M. & Fitzgerald, J.C. (2010, March). Quantifying the contextual vocabulary acquisition (CVA) outcomes of college-age readers. Paper presented at the Council of Graduate Students in Education 16th Annual Student Research Conference 2010. University of Pittsburgh School of Education, Pittsburgh, PA. 
• Wieland, K.M. (2008, October). Vocabulary development through contextual semantic analysis. Workshop sponsored by the Erie Reading Association, Erie, PA. 
• Wieland, K.M. (2007, September). Using diagnostic teaching to custom-tailor instruction for early elementary readers. Workshop presented at the Beginning with Books 5th Annual Early Literacy Conference, Pittsburgh, PA. 
• Wieland, K. (2004, April). The contextual vocabulary acquisition processes of adolescent readers: An analysis of think-aloud protocols. Paper presented at the meeting of the University at Buffalo Graduate School of Education Conference, Amherst, NY. 
• Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method. Paper presented at the meeting of the International Dyslexia Association WNY Branch Conference, Buffalo, NY.

Publications 

Instructional Materials

• Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). Play Lesson 4; CSI: Contextual semantic investigation for word meaning. In L. Baines A teacher’s guide to multisensory learning: Improving literacy by engaging the senses (163-173). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Web Publications

• Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). CSI: Contextual semantic investigation for word meaning. University at Buffalo Department of Computer Science and Engineering, Contextual Vocabulary Acquisition Web site: http://www.cse.buffalo.edu/~rapaport/cva.html 

 Grants  

• University of Pittsburgh School of Education Faculty/Student Grant $3,000 awarded in Spring of 2009 for project titled, “The Contextual Vocabulary Analysis Strategies of College Age Readers,” co-investigators Dr. Karen M. Wieland and Jason C. Fitzgerald.

Consulting  

• Panelist, NAEP READING FRAMEWORK COMPARISON STUDY EXPERT PANEL, Washington, DC (December 2007).

Karen M. Wieland joined the St. Bonaventure University School of Education faculty in the fall of 2010, where she is an Assistant Professor teaching and advising graduate students in the Literacy Education program. Prior to joining the Bona community, Karen was on the faculty at the University at Pittsburgh. She completed her doctoral and master’s degrees at the University at Buffalo School of Education, under the advisement of Dr. Michael W. Kibby, and her undergraduate degree at The Catholic University of America School of Music.

As a graduate student, Karen served as a graduate assistant and clinical supervisor in Center for Literacy and Reading Instruction, and a research assistant on a project funded by the National Science Foundation. Karen also taught master’s level courses as an adjunct instructor at the University at Buffalo and at D'Youville College in Buffalo.

Before transitioning full-time to college teaching, Karen taught for 16 years at the high school level. She taught vocal music at Nichols [Upper] School in Buffalo between 2002-2006. Between 1991-2002, she taught choral music, then later, reconstructive language, at The Gow School in South Wales. Between 1990 and 2007, she also served as vocal coach for the St. Joseph’s Collegiate Institute Swing Choir and the school’s spring musical productions and maintained a thriving vocal studio practice.

Karen’s dissertation research concerned the processes used by adolescent readers to learn new words and word meanings from multiple print contexts. Her current research with high school and college age readers concerns vocabulary acquisition and development as these relate to reading comprehension. She is a dedicated reading clinician who is looking forward to teaching and mentoring Bona’s talented crop of future reading specialists.