Alison L. Bailey is a professor and Division Head of Human Development and Psychology in the Department of Education, School of Education and Information Studies at the University of California, Los Angeles [1] and a Faculty Partner at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). [2]
A graduate of Harvard University, Bailey's research focuses primarily on language and cognitive development, acquisition of literacy, bilingualism, atypical language development, narrative analysis and research design and methods. She is coauthor of the new IPT assessment of English language development at the prekindergarten-kindergarten level, editor and contributing author to The Language Demands of School: Putting Academic English to the Test (Yale University Press, 2007), [3] and coeditor and author (with Allyssa McCabe and Gigliana Melzi) of Spanish-Language Narration and Literacy Development (Cambridge University Press). [4] Bailey also serves on the advisory boards of numerous national organizations and states, as well as commercial publishers developing language and literacy assessments for English Language Learners.
Jerome Seymour Bruner was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a BA in 1937 from Duke University and a PhD from Harvard University in 1941. He taught and did research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.
The UCLA School of Education and Information Studies is one of the academic and professional schools at the University of California, Los Angeles. Located in Los Angeles, California, the school combines two distinguished departments whose research and doctoral training programs are committed to expanding the range of knowledge in education, information science, and associated disciplines. Established in 1881, the school is the oldest unit at UCLA, having been founded as a normal school prior to the establishment of the university. It was incorporated into the University of California in 1919.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is a research partnership consisting of UCLA, the University of Colorado, Stanford University, RAND, the University of Pittsburgh, the University of Southern California, Educational Testing Service, and the University of Cambridge, United Kingdom.
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2019. Nationally, over 20% of adult Americans have a literacy proficiency at or below Level 1. Adults in this range have difficulty using or understanding print materials. Those on the higher end of this category can perform simple tasks based on the information they read, but adults below Level 1 may only understand very basic vocabulary or be functionally illiterate. According to a 2020 report by the U.S. Department of Education, 54% of adults in the United States have English prose literacy below the 6th-grade level.
Nina Hyams is a distinguished research professor emeritus in linguistics at the University of California in Los Angeles.
Harold O'Neil is an American psychologist.
Joan L. Herman is the Director of University of California, Los Angeles's National Center for Research on Evaluation, Standards, and Student Testing (CRESST). With experience as an evaluator of school reform, she has researched the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on the validity and utility of teachers' formative assessment practices in science.
Catherine Alexandra McBride,, was formerly the Choh-Ming Li Professor of Developmental Psychology at the Chinese University of Hong Kong (CUHK) specializing in the acquisition of early literacy skills. She is currently the Associate Dean for Research for the College of Health and Human Sciences at Purdue University and also a professor in the Department of Human Development and Family Science, and remains an Emeritus Professor of Psychology at CUHK. She received her BA in psychology from Oberlin College, Oberlin, Ohio. She received her MA in 1992 and PhD in 1994 from the University of Southern California, and completed a post-doctoral fellowship at Florida State University in Tallahassee, Florida. She has written two books (namely, Children's Literacy Development and Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective and co-edited three others. She is currently the Past-President of the Society for the Scientific Study of Reading.
Maryanne Wolf is a scholar, teacher, and advocate for children and literacy around the world. She is the UCLA Professor-in-Residence of Education, Director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and the Chapman University Presidential Fellow (2018-2022). She is also the former John DiBiaggio Professor of Citizenship and Public Service, Director of the Center for Reading and Language Research, and Professor in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is a permanent academician in the Pontifical Academy of Science. She was recently made an Honorary Advisory Fellow on the United Sigma Intelligence Association.
Marcia Invernizzi is an American professor, author, and researcher in the field of Reading Education. At the University of Virginia Curry School of Education, she teaches reading education. As founder of the Book Buddies program, she is known as a leader in early literacy intervention.
Anat Ninio is a professor emeritus of psychology at the Hebrew University of Jerusalem, Israel. She specializes in the interactive context of language acquisition, the communicative functions of speech, pragmatic development, and syntactic development.
Tsvia Walden is an Israeli psycholinguist. She is a professor at the Ben Gurion University of the Negev and previously a senior lecturer at Beit Berl Academic College and Ben-Gurion University. Walden specializes in social constructionism through language, language and gender, language acquisition, literacy, digital literacy and research of Jewish texts. She is the creator and presenter of a filmed lecture series about language instruction and language acquisition.
Robert Chilton Calfee was an American educational psychologist specializing in the study of reading and writing processes and instruction. He is known for his work on Project Read and the LeapFrog learning system.
Daniel A. Wagner is the UNESCO Chair in Learning and Literacy, and professor of education at the University of Pennsylvania, where his research specializes in learning, literacy, child development, educational technologies, and international educational development. He is founding director (1983) of Penn’s Literacy Research Center and the federally funded National Center on Adult Literacy (1990). In recent years, the center has become the International Literacy Institute (ILI), co-established by UNESCO and the University of Pennsylvania. Wagner is also the director of Penn’s International Educational Development Program (IEDP) and is a Fellow of the American Psychological Association, the American Anthropological Association, and the American Educational Research Association. He is the author numerous books and articles on learning, literacy, cross-cultural research and methodologies, and is a frequent speaker at major national and international conferences across the world. He has worked as an advisor to, among others, the World Bank, UNESCO, UNICEF, USAID, and DFID. In 2012, Wagner was appointed by Hillary Clinton as a Member of the U.S. National Commission for UNESCO. In the same year, he was named UNESCO Chair in Learning and Literacy. In 2012-2014, he served as Chair of the Brookings Global Research Task Force on Learning. In 2014, he was a recipient of the UNESCO Confucius International Literacy Prize. He has maintained multi-year educational projects in India, South Africa, and Morocco.
Patricia Marks Greenfield is an American psychologist and professor known for her research in the fields of culture and human development. She is a Distinguished Professor of Psychology at the University of California in Los Angeles and served as president of the International Association for Cross-Cultural Psychology from 2014–2016.
Alison Mackey is a linguist who specializes in applied linguistics, second language acquisition and research methodology. She is currently a professor in the Department of Linguistics at Georgetown University. Her research focuses on applied linguistics and research methods.
Young-Suk Kim is an educational psychologist known for her research on language and literacy development. She is Senior Associate Dean and Professor of Education at the University of California, Irvine.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners, in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California, Irvine.
Allyssa K. McCabe is a psychological scientist known for her work on narrative development. She is Professor Emerita of Psychology in the College of Fine Arts, Humanities and Social Sciences at the University of Massachusetts, Lowell, and affiliated with the Center for Autism Research & Education (CARE).
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