Language and Literacy in Preschool Children: Conference Faculty
Stephanie Al Otaiba, PhD, is an associate professor of special education in the School of Teacher Education at Florida State University, and is also a faculty associate of the Florida Center of Reading Research (FCRR). Prior to receiving her PhD from Vanderbilt University, she was a special educator for over 13 years. She teaches classes related to reading research and response to intervention to undergraduate and graduate students. She has published more than 50 related articles and chapters, is a principal investigator on Florida's Learning Disabilities Center Grant funded by the National Institute of Child Health and Development, and a co-investigator on Florida's Reading for Understanding Grant funded by IES. She serves on the editorial boards of Annals of Dyslexia, Elementary School Journal, Exceptional Children, Learning Disabilities Research and Practice, Reading and Writing Quarterly, and Teaching Exceptional Children. Dr. Al Otaiba was the 2010 recipient of the Distinguished Early Career Research Award of the Council for Exceptional Children Division for Research, and also received the 2010 Developing Scholar and Graduate Faculty Mentor Award from Florida State University.
Donna Boudreau, PhD, CCC-SLP, is an associate faculty member in the Audiology and Speech-Language Pathology program at the University of Northern Colorado. Her research and clinical interests focus on language and literacy development in preschool and school-aged children. She currently serves as the Perspectives editor for ASHA Special Interest Division 1, Language Learning and Education.
Diane M. Browder, PhD, is the Lake and Edward P. Snyder Distinguished Professor of Special Education at the University of North Carolina at Charlotte. She has more than two decades of experience conducting research and writing about teaching students with moderate and severe developmental disabilities. Dr. Browder was recognized for these achievements as the 2009 Distinguished Researcher by the American Education Research Association Special Education SIG and the 2009 First Citizen's Scholar's Award. Dr. Browder's work also focuses on providing resources for practitioners that utilize and extend this research. She has co-authored several curricula published by Attainment, including Teaching to Standards Math, Teaching to Standards Science, and the Early Literacy Skills Builder. She also is co-author of the comprehensive textbook, Teaching Students With Moderate and Severe Disabilities, published by Guilford Press.
Mary Beth Bruder, PhD, has worked in early childhood intervention for the past 35 years. She has been involved in the design, provision, and evaluation of interdisciplinary early childhood intervention in a number of states and across a variety of agencies, including early intervention, special education, child care, and Head Start. She has directed over 75 federally funded research, training, and technical assistance projects and institutes. Dr. Bruder has held faculty appointments at Virginia Commonwealth University and New York Medical College, and since 1986 at the University of Connecticut School of Medicine, where she is currently a professor of pediatrics and educational psychology. She also serves on the boards of a number of journals and is the editor of Infants and Young Children.
Sonia Cabell, PhD, has a PhD in reading education and is currently a post-doctoral research associate in the Center for Advanced Study of Teaching and Learning at the University of Virginia. A certified reading specialist, Cabell has worked as a second grade teacher and literacy coach in both Oklahoma and Virginia. Her research projects investigate aspects of emergent literacy among preschool children who are at risk for later reading difficulties. She has co-authored numerous empirical articles, including a paper investigating the emergent name-writing abilities of preschool children with language impairment. In addition, she has written articles and book chapters for practitioners, with a recent book entitled Emergent Literacy: Lessons for Success.
Shelley Gray, PhD, CCC-SLP, is an associate professor in the Department of Speech and Hearing Science at Arizona State University. She teaches courses in preschool and school-age language development and disorders, and in the responsible conduct of research. Her research interests include vocabulary development, the relationship between working memory and word learning in children, the relationship between listening and reading comprehension, and intervention development for word learning, vocabulary acquisition, reading comprehension, and writing. She collaborates on curriculum development for young children and provides professional development for preschool educational teams to improve language and early literacy instruction.
Carol Scheffner Hammer, PhD, CCC-SLP, is professor of Communication Sciences and Disorders at Temple University, where she teaches courses on language development and disorders in multicultural populations. Before receiving her doctorate from The University of Iowa, she worked as a speech-language pathologist, specializing in services to young children and families from diverse cultures. As part of her clinical experiences, she spent two years serving preschoolers in Micronesia. Dr. Hammer's research focuses on cultural and environmental influences on children's language development, and on promoting children's school readiness, with an emphasis on bilingual populations. Her current projects, which are funded by NIH, IES, and ACF, include the development of an instrument for SLPs to use when assessing bilingual children's phonological development, the development of a culturally informed school readiness intervention for Latino Head Start children and their mothers, and an efficacy trial of an integrated preschool curriculum designed to promote the language, self-regulation, and school readiness of bilingual children.
Tiffany P. Hogan, PhD, CCC-SLP, is an assistant professor and director of the Link N Literacy Lab in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. Dr. Hogan studies the genetic, neurological, and behavioral links between oral and written language to improve early identification and treatment of language and reading disabilities.
Laura Justice, PhD, CCC-SLP, is professor in the School of Teaching and Learning at The Ohio State University. She is an applied researcher who directs the Children's Learning Research Collaborative, a research unit that conducts federally sponsored research on early learning and development with a focus on at-risk populations. She has published more than 100 peer-reviewed articles on early learning, and has authored or co-authored 10 texts. From 2007 to 2010 she served as editor of the American Journal of Speech-Language Pathology, and prior to that was an associate editor of Language, Speech, and Hearing Services in Schools.
Joan Kaderavek, PhD, CCC-SLP, has been awarded the title "Distinguished University Professor of Early Childhood Education" at the University of Toledo. She is a Fellow of the American Speech-Language-Hearing Association. Dr. Kaderavek has published and presented nationally and internationally in the area of early literacy and language development with at-risk children.
Angel Lee, MEd, holds a master's degree in Special Education from UNC Charlotte. For 16 years, she worked for LifeSpan, a private nonprofit organization that serves people with disabilities from birth through retirement. Angel has experience as a special educator of students with significant disabilities, and as an administrator supervising special education teachers. She is a co-author on the published curriculum, The Early Literacy Skills Builder, as well as Pathways to Literacy, a soon-to-be-published curriculum for students with significant disabilities. Currently, Angel is working towards a PhD in Special Education at UNCC, and is employed as a research associate working on general curriculum access grants. Much of her research involves literacy and English language arts. She often provides training for special education teachers focused on teaching grade-appropriate literacy skills to students with disabilities.
Douglas Powell, PhD, has developed and evaluated coaching-based professional development programs for teachers of at-risk preschool children for the past decade, with a focus on early literacy and language development. His research is supported by grants from the Institute of Education Sciences, US Department of Education. He also conducts research on links between parenting and school readiness. He is a distinguished professor in the Department of Child Development and Family Studies at Purdue University.
Froma P. Roth, PhD, CCC-SLP, is a professor in the Department of Hearing and Speech Sciences at the University of Maryland, College Park. Her current research program is directed at specifying the developmental relationships between oral language, emergent, and early literacy, and clarifying the language skills and background factors that underlie the development of emergent literacy. Dr. Roth has developed a framework for evaluating and treating pragmatic difficulties of children. She has also developed a phonological awareness intervention program (Promoting Awareness of Sounds in Speech, PASS), designed specifically for preschool children with identified emergent literacy impairments. Large-scale implementation of this program received funding from the US Department of Education as a component of an Early Reading First project. Her numerous publications emphasize issues related to the assessment and treatment of language and literacy problems from the preschool years through adolescence. She is the co-author of a basic textbook on speech and language intervention, Treatment Resource Manual for Speech-Language Pathology.
C. Melanie Schuele, PhD, CCC-SLP, is an assistant professor in the Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine. She is an ASHA Fellow and recently served as chair of ASHA's Research and Scientific Affairs Committee (2008–10), and as an associate editor of Language, Speech, and Hearing Services in Schools (2007–09). Dr. Schuele obtained her PhD in the Child Language Doctoral Program at the University of Kansas. Her research interests center on emergent and early literacy acquisition, and the development of complex syntax. She is the project director of a Personnel Preparation Grant and a Leadership Grant from the United States Department of Education. These training grants provide master's and PhD students with specialization in language and literacy.
Beverly J. Trezek, PhD, received her doctorate in special education from the University of Wisconsin–Madison. Dr. Trezek has more than 12 years of experience working as a cross-categorical special education teacher and a teacher for students who are deaf or hard-of-hearing in the K–12 public school setting. She is currently an assistant professor of special education, and director of the Reading Specialist: Reading and Learning Disabilities program at DePaul University in Chicago. Her research interests focus on reading instruction for beginning and struggling readers, with a particular emphasis on investigating the role that phonemic awareness and phonics play in the development of reading skills for students who are deaf or hard of hearing. Dr. Trezek has recently published articles in Journal of Deaf Studies and Deaf Education, American Annals of the Deaf, Theory Into Practice, Journal of Balanced Reading Instruction, and is the lead author of the book, Reading and Deafness: Theory, Research, and Practice.