Robert Rueda is a professor in the area of Psychology in Education at the Rossier School of Education at the University of Southern California. He completed his doctoral work at the University of California at Los Angeles in Educational Psychology and Special Education, and completed a postdoctoral fellowship at the Laboratory of Comparative Human Cognition at the University of California, San Diego. His research has focused on the sociocultural basis of motivation and instruction, with a focus reading and literacy in English learners, students in at-risk conditions, and students with mild learning handicaps. He has most recently been affiliated with two major national research Centers, CREDE (Center for Excellence, Diversity, and Education at the University of California at Santa Cruz), and CIERA (Center for the Improvement of Early Reading Achievement at the University of Michigan), and serves on the Advisory Board of CRESST (Center for Research on Evaluation, Standards, and Student Testing at the University of California at Los Angeles).
His most recent work is examining motivational and sociocultural aspects of reading comprehension, and recently completed work has focused on how paraeducators mediate instruction and provide cultural scaffolding to English-learners, and on issues of reading engagement among inner-city immigrant students in a central city community. He has consulted with a variety of professional, educational, and government organizations, has spoken at a wide range of professional meetings, and has published widely in the previously mentioned areas. He served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) which recently released its report on issues in early reading with English language learners.