Laura V. Rhinehart
Assistant Researcher, UC|CSU Collaborative for Neuroscience, Diversity, and Learning
Laura Rhinehart is an Assistant Researcher in the Department of Education at the University of California, Los Angeles (UCLA). She earned her Ph.D. in Special Education from UCLA and California State University, Los Angeles. Dr. Rhinehart’s research on reading, learning disabilities, ADHD, and dyslexia has been published in peer-reviewed academic journals. In 2024, she received the Early Career Publication Award from the Council for Exceptional Children’s Division for Research for her article, “Children Who Receive Special Education Services for ADHD”, published in the Journal of Emotional and Behavioral Disorders. Her current research focuses on dyslexia, assessment/screening, and children’s executive functioning skills. She is also interested in developing and testing interventions for students with ADHD and/or dyslexia.
Departments
Programs
Areas of Expertise and Advising Interests
Research Centers
- UC/CSU California Collaborative for Neuroscience, Diversity and Learning
- UCLA Center for Dyslexia, Diverse Learners and Social Justice
- UCLA Center for Dyslexia, Diverse Learners, and Social Justice
Other Affiliations
Titles and Positions
- Assistant Researcher, UC|CSU Collaborative for Neuroscience, Diversity, and Learning
Education
- Ph.D. in Special Education, University of California, Los Angeles and California State University, Los Angeles
- M.Ed. in Urban Education, University of California, Los Angeles
Awards, Honors, and Fellowships
- Early Career Publication Award from the Council for Exceptional Children: Division for Research
- The Early Career Publication Award recognizes an outstanding research publication by an individual within five years after completing the doctorate. 2024
Select Publications
- Kim, S. A., & Rhinehart, L. V. (2025). Marginalized Identities and Intersectionalities that Contribute to College Students’ Mental Health Challenges and Use of Psychological Services. Journal of Attention Disorders.
- Wolf, M., Gotlieb, R., Sohyun, K., Pedroza, V., Rhinehart, L., & Sears, S. (2024) Towards a Dynamic, Comprehensive Conceptualization of Dyslexia. Annals of Dyslexia.
- Kim, S. A., Gotlieb, R., Rhinehart, L. V., Pedroza, V., & Wolf, M. (2023). A Validity Study of the Digitized Version of the Rapid Automatized Naming Test. Journal of Psychoeducational Assessment, 0(0).
- Rhinehart, L. & Gotlieb, R. (2023). English Learners’ Performance on a Measure of Dyslexia Risk. Learning Disabilities Research & Practice.
- Gotlieb, R. J. M., Immordino-Yang, M. H., Gonzalez, E., Rhinehart, L., Mahjouri, S., Pueschel, E., & Nadaya, G. (2022). Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth. Literacy Research: Theory, Method, and Practice, 0(0).
- Rhinehart, L.V., Bailey, A.L. & Haager, D. Long-term English Learners: Untangling Language Acquisition and Learning Disabilities. Contemporary School Psychology (2022).
- Rhinehart, L. (2022) Assessing Children’s Executive Functioning Skills Within Early Childhood Education Systems. (pp. 173-188) In S. Garvis, J. Kangas & H. Harju-Luukkainen (Eds.) Assessing and Evaluating Early Childhood Education Systems. Singapore: Springer.
- Rhinehart, L., Vazquez, S. R., & Greenfield, P. M. (2021). The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments. Teaching of Psychology.
- Rhinehart, L. Iyer, S. & Haager, D. (2021). Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011). Journal of Emotional and Behavioral Disorders.
- Kim, B.-K. E., Johnson, J., Rhinehart, L., Logan-Greene, P., Lomeli, J., & Nurius, P. S. (2021). The school-to-prison pipeline for probation youth with special education needs. American Journal of Orthopsychiatry, 91(3), 375-385.