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 departments. 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.
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.
Catherine Alexandra McBride is a Professor of Developmental Psychology and the Associate Dean for Research for the College of Health and Human Sciences at Purdue University. She is also an Emeritus Professor of Psychology at the Chinese University of Hong Kong (CUHK), where she previously held the Choh-Ming Li Professorship of Psychology.
Nick C. Ellis is a Welsh psycholinguist, professor of psychology, and research scientist at the English Language Institute of the University of Michigan.
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 School of Education and Human Development, 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.
K. Alison Clarke-Stewart was a developmental psychologist and expert on children's social development. She is well known for her work on the effects of child care on children's development, and for her research on children's suggestibility. She has written over 100 articles for scholarly journals and co-authored several leading textbooks in the field.
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 and is one of the most highly cited scholars in the world in these areas.
Young-Suk Kim is an educational psychologist known for her research on the science of reading. She is Senior Associate Dean and Professor of Education at the University of California, Irvine.
Jill G. de Villiers is a developmental psychologist known for her work in the field of language acquisition. She is the Sophia and Austin Smith Professor Emerita of Psychology and Philosophy at Smith College. de Villiers is a Fellow of the American Psychological Association. In 2018, she was elected as a Member of American Academy of Arts and Sciences.
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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