 |
||
|
|
||||
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
||||
 |
 |
 |
 |
 |
 |
 |
GSE Profiles
Staff Contact: Caron Williams, Program Assistant
Anne E. Cunningham
Professor
Cognition and Development
Office: 4307 Tolman Hall
Phone: 510-643-7974
Email: acunning at berkeley.edu
URL:
Office: 4511 Tolman Hall
Phone: 510-642-4202
Email: caronw at berkeley.edu
Anne Cunningham serves as the UC Berkeley Director of the Joint Doctoral Program in Special Education. Known for her research on literacy and development across the life span, she examines the cognitive and motivational processes underlying reading ability and the interplay of context, development, and literacy instruction. Dr. Cunningham has been awarded several prestigious research fellowships, and she currently serves as principal investigator of Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy for Preschool Teachers, funded by the Institute of Educational Studies.Recent honors include being a recipient of the Reid Lyon Award and George Graham Award. Dr. Cunningham has served as an elected board member of the Society for the Scientific Study of Reading and AERA's Division C, and is currently an editorial board member of Journal of Learning Disabilities, Reading Research Quarterly, Journal of Educational Psychology, Reading and Writing, and The California Reader. She has served on several expert panels for literacy initiatives, which recently include the National Early Literacy Panel and chairing the California Literacy and Language Preschool Foundations Panel.
Recent edited volumes include Developing Early Literacy: Report of the National Early Literacy Panel; a special issue in Reading and Writing entitled "Perspectives on Teachers' Disciplinary Knowledge of Reading Processes, Development, and Pedagogy"; and a special issue in Journal of Learning Disabilities entitled "Perceptions and Reality: What We Know About the Quality of Literacy Instruction." Recent publications include "Starting Small: Building Preschool Teacher Knowledge that Supports Early Literacy Development" in Reading and Writing, and "How Teachers Would Spend their Time Teaching Language Arts: The Mismatch between Self-reported and Best Practices" in Journal of Learning Disabilities.
Ph.D. Developmental Psychology
The University of MichiganM.A. Developmental Psychology
Oakland UniversityB.S. Child Development and Teaching
Credential: Early Childhood Education & Elementary Education
Michigan State University
return to top
UC Berkeley, Graduate School of Education:
Director of Joint Doctoral Program in Special Education, 1997-present
Associate Professor, Cognition and Development, 1998-present
National Academy of Education Spencer Fellowship, 1989-1991University of Washington, College of Education:
Associate Research Professor, Educational Psychology
Assistant Research Professor, Educational PsychologyClarkston Community Schools, Clarkston, MI:
Early Elementary Teacher (K-3)
Reading Resource Specialist (2-6)
return to top
EDUC 158, Foundations for Teaching Reading in Grades K-8
EDUC 201A, Psychology of Reading
EDUC 201B, Seminar in Intellectual Development
return to top
BooksCunningham, A. E. & Zibulsky, J. (in preparation). Reading together: Developing a lifelong reader. Under contract to Oxford University Press, December, 2012.
Cunningham, A. E., (2001). Prevention/Intervention: A way of thinking. Professional Development Handbook for K-3 teachers, developed with the Reading Success Network, Southern California Comprehensive Assistance Center.Edited Volumes
Joshi, M., & Cunningham, A. E. (Eds.). (2010). Perceptions and reality: What we know about the quality of literacy instruction. Special Issue: Journal of Learning Disabilities.
Cunningham, A. E., & Zibuslky, J. (Ed.). (2009). Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy. Special Issue: Reading and Writing: An Interdisciplinary Journal, 22(4).
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
Articles (Refereed Journals, Proceedings)(selected)Cunningham, A. E., Zibulsky, J., & Callahan, M. (2010). Starting small: Building preschool teacher knowledge that supports early literacy development. Special Issue on Teacher Knowledge: Reading and Writing: An Interdisciplinary Journal, 22, 487-510.
Cunningham, A. E. (2010). Children's Literature, Encyclopedia of Cross-Cultural School Psychology.
Cunningham, A. E. (2010). Reading Aloud to Students, Encyclopedia of Cross-Cultural School Psychology.
Cunningham, A. E. (2010) Teaching Reading, Encyclopedia of Cross-Cultural School Psychology.
Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. K. (2010). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities. 1-13.
Joshi, M. & Cunningham, A. E. (Eds.). (2010). Special Issue on Professional Development and Teacher Knowledge: Journal of Learning Disabilities.
Cunningham, A. E., & Zibulsky, J. (Eds). (2009). Special Issue on Teacher Knowledge: Reading and Writing: An Interdisciplinary Journal22.
Cunningham, A. E. (2006). Accounting for children's orthographic learning while reading text: Do children self-teach? Journal of Experimental Child Psychology. 96, 56-77.
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 51, 139-168.
Cunningham, A. E. (2003). Value of Reading Engagement for Young Children. Encyclopedia of Education, 2003-2007. New York: MacMillan.
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self teaching. Journal of Experimental Child Psychology, 82, 185-199.
McCutchen, D., Harry, D., Cunningham, A. E., Cox, S., Sidman, S., Covill, A. (2002). Reading Teachers' Knowledge of Children's Literature and English Phonology. Annals of Dyslexia. 52, 207-228.
Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability ten years later. Developmental Psychology 33, 934-945.
Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85, 211-229.
Cunningham, A. E., & Stanovich, K. E. (1992). Tracking the unique effects of print exposure: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-274.
Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
Cunningham, A. E., & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733-740.
Book Chapters(recent)Cunningham, A. E., McClung, N. A., & Ryan O'Donnell, C. (in press). Orthographic processes and knowledge and their role in visual word recognition. In J.S. Adelman (Ed.). Visual Word Recognition. New York: Oxford University Press.
Cunningham, A. E., & Ryan O'Donnell, C. (in press). Reading and Vocabulary Growth, In James F. Baumann & Edward J. Kame'enui, (Eds.), Vocabulary Instruction: Research to Practice (2nd edition). New York: Guilford Publications.
Lonigan, C. & Cunningham, A. E. (in press). Significant Differences: Identifying the Evidence Base for Promoting Children's Early Literacy Skills in Early Childhood Education. In C. Lonigan & T. Shanahan (Eds.), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond. Baltimore, MD: Brookes Publishing.
Cunningham, A. E. & Zibulsky, J. (2011). Tell Me A Story: Examining the Benefits of Shared Reading Handbook of Early Literacy Research, In S. Neuman & D. Dickinson (Eds.), Handbook of Early Literacy, Vol. III. Guilford Press.
Cunningham, A. E., Stanovich, K. E. & Maul, A. (2011). Of Correlations and Causes: The Use of Multiple Regression Modeling in Literacy Research. In N. Duke & M. Mallette (Eds.), Literacy Research Methods, Vol. II (pp. 50-69). New York: Guilford Publications, Inc.
Cunningham, A. E., Nathan, R., & Schmidt, K. (2011). Orthographic processing: Issues and relationships to phonological processing in beginning word recognition. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Vol. IV (pp. 259-285). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Gray, J. H., Bulat, J., Jaynes, C., & Cunningham, A. E. (2009). LeapFrog learning design: Playful approaches to literacy, from LeapPad to the Tag Reading System. In A. Druin (Ed.) Mobile Technology for Children (pp. 175-198). University of Maryland, MD: Morgan Kaufmann Publishers.
Cunningham, A. E. (2005). Vocabulary growth through independent reading and reading aloud to children. In E.H. Hiebert & M. Kamil (Eds.), Bringing scientific research to practice: Vocabulary (pp. 45-68). Mahwah, N.J.: Erlbaum.
Stanovich, K. E., & Cunningham, A. E. (2004). Inferences from correlational data: Exploring associations with reading experience. In N. Duke & M. Mallette (Eds.), Literacy research methodologies (pp. 28-45). Guilford Publications, Inc.
Cunningham, A. E., & Stanovich, K. E. (2003). Reading matters: How reading engagement influences cognition. In D. Lapp & J. Flood (Eds.) The handbook of language arts (pp. 666-675). Mahwah, N.J.: Erlbaum.
Other Papers/Reports/Op-Eds/Computer ProgramsNon-refereed Papers (selected):Cunningham, A. E. (2007). Increasing vocabulary, general knowledge, and reading fluency through print exposure: Teaching practices that can make a difference. Teaching tips for Teachers. International Dyslexia Association.
Cunningham, A. E. (2006). "Read, read. Read everything": Why reading volume makes students smarter. California Reader, 40, 3-10.
Cunningham, A. E., & Stanovich, K. E. (2003). Reading can make you smarter! Principal, Alexandria, VA: National Association of Elementary School Principals.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-15.
Media (recent):
Woman's Day, September, 2006; Building Vocabulary Through Reading.
Wall Street Journal, July 25, 2006; Speed-Reading: The Sequel.
PBS A Moment of Science, July 8, 2006; Why Read?
PBS Sound Medicine, June 27, 2006; The Effects of Summer Reading.
Encarta MSN, June 7, 2006; What Effect Reading Has on Our Minds.
Encarta MSN, March 23, 2006; Does Speed Reading Really Work?
Education Week, February 11, 2006; Reading in the Early Years.
PBS Children of the Code, 2005; The Benefits of Reading.Measures:
Teacher Knowledge and Attitude Survey © (TKAS)
return to top
Invited(recent)Cunningham, A. E. (2009, November). Reading Volume and Comprehension Growth. Invited paper presented at the annual meeting of the International Dyslexia Association, Orlando, FL.
Cunningham, A. E. (2009, March). Foundation for Early Education 2009 Leadership Institute: Opportunities in Challenging Times, San Francisco, CA.
Cunningham, A. E. (2009, January). Orthographic and Phonological Processes in Beginning Readers. Expanding the Reach National Conference, Phoenix, AZ.
Cunningham, A. E. (2006, November). Teacher Study Groups as a mechanism of change in professional development. Invited paper presented at the annual meeting of the International Dyslexia Association, Indianapolis, IN.
Cunningham, A. E. (2006, June). Invited keynote speaker at the Language! annual conference, Savannah, GA.
Cunningham, A. E. (2006, May). Becoming an engaged reader, Invited speaker at the George Graham Lecture, University of Virginia.
Cunningham, A. E. (2005, October). Assessment of Teachers' Reading Knowledge Conference. Invited working group, School of Education, University of Michigan.
Cunningham, A. E. (2005, June). Effective forms of professional development for preschool literacy. Invited paper presented at the Pacific Resources for Education and Learning (PREL) Annual Conference, U.S Department of Education Forum, Honolulu, HI.
Cunningham, A. E. (2005, June). Invited Speaker, University of California, Berkeley Summer Teacher Academy, Berkeley, CA.
Cunningham, A. E. (2005, March). Invited Speaker, U.S. Department of Education: Expanding the Reach of Recent Reading Research, Louisville, KY.
Cunningham, A. E. (2005, January). Equity for all: Fostering academic language in an informational age. Invited paper presented at the California Vocabulary Forum, Pasadena, CA.
Cunningham, A. E. (2005, January). Invited Speaker, Albermarle Teacher Academy, Charlottesville, VA.
Cunningham, A. E. (2004, December). Reading Research Symposium: The growth of teacher's disciplinary knowledge in reading processes and development. Invited paper presented at the Annual meeting of the International Reading Association, San Antonio, TX.
Cunningham, A. E., & Stanovich, K. E. (2004, December). Research Methodology Series: Correlational methodologies in literacy research. Invited paper at the annual meeting of the National Reading Conference, San Antonio, TX.
Cunningham, A. E. (2004, December). Symposium: Research on Reading Fluency and Comprehension: Invited discussant. Annual meeting of the National Reading Conference, San Antonio, TX.
Cunningham, A. E. (2004, December). The National early literacy panel: Findings from a synthesis of scientific research on early literacy development. Invited paper at the annual meeting of the National Reading Conference, San Antonio, TX.
Cunningham, A. E. (2004, March). Contributing factors to the growth of reading ability and disability among beginning readers. Invited keynote address to the World Congress of Special Education, Hamburg, Germany.
Cunningham, A. E. (2004, March). Models of reading development and disability in beginning readers. Invited talk to the Department of Special Education, University of Hamburg.
Cunningham, A. E. (2004, April). Phonological and orthographic development in beginning readers. Invited talk at the Psychology and Special Needs Division, Institute of Education, University of London.
Cunningham, A. E. (2004, January). Invited Speaker, North Carolina Teacher Academy, Durham, North Carolina.
Cunningham, A. E. (2003, May). Invited Speaker, Annual conference of the Reading Success Network, Washington, DC.
Cunningham, A. E. (2003, May). Invited Speaker, Center for Research on Education, Diversity, & Excellence, University of California, Santa Cruz.
Papers(recent)Cunningham, A. E., Platas, L., Boyle, K., Wheeler, S., & Campbell-Hinshaw, K. Professional Development in Early Literacy; The Promise of Teacher Study Groups as a Mechanism of Change. Head Start's 11th National Research Conference, Washington, D.C.
Cunningham, A. E. (May, 2012). Early Literacy and the Development of Cognition. Paper to be presented at the Center for Educational Research and Evaluation (CERE), Taipei, Taiwan.
McClung, N., Ayres, D., Maul, A., & Cunningham, A. E. Home Environments and Literacy Achievement in Taiwan, Norway, Iran, and South Africa. Paper to be presented at the American Educational Research Association (AERA), Vancouver, British Columbia.
Cunningham, A. E., Platas, L., Boyle, K., Wheeler, S., & Campbell-Hinshaw, K. (November, 2011). Examining preschool professional development: Issues of fidelity and implementation. Paper to be presented at the annual meeting of the National Association of Education of Young Children (NAEYC), Orlando, FL.Cunningham, A. E. (June, 2011). Findings from the National Early Literacy Panel: Effective early childhood intervention in prekindergarten classrooms. Paper presented at the National Association of Education of Young Children (NAEYC) Professional Development annual meeting. Providence, RI.
Platas, L., Cunningham, A. E., Boyle, K., Wheeler, S., & Campbell-Hinshaw, K. (April, 2011). Preschool Teacher Study Groups: Collaborative Professional Development in Early Literacy,. Paper presented at the American Educational Research Association (AERA), New Orleans, LA.
Cunningham, A. E., (April, 2011). Effective Conversations: Teacher Study Groups as a Method to Understand Phonological Awareness and the Alphabetic Principle. Paper presented at the International Reading Association, Chicago, IL.
McClung, N., Ayers, D. & Cunningham, A. E. (July, 2010). Home Environments and Literacy Achievement in Taiwan, Iran, Norway, and South Africa. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.
Cunningham, A. E., Platas, L., Boyle, K., Wheeler, S., & Raher, K. (June, 2010). Providing Opportunities to Acquire the Knowledge and Practices Necessary in Supporting Early Literacy: The Role of Teacher Study Groups. Paper presented at 5th Annual IES Conference, Washington, DC.
Cunningham, A. E., Schmidt Raher, K., Miller, K. (June, 2010). Teacher Study Group Participation as a Mechanism for Growth in Teachers' Knowledge and Children's Phonological Awareness over the Preschool Year. Paper presented at Head Start's Tenth National Research Conference, Washington, D.C.
Cunningham, A. E., (April, 2010). Examining Teacher Knowledge and Professional Development as Predictors of Student Language and Literacy Development, Paper presented at the International Reading Association, Chicago, IL.
Cunningham, A. E., (November, 2009). Reading Volume and its Implications for Reading Comprehension. Invited paper presented at the annual meeting of the International Dyslexia Association, Orlando, FL.
Cunningham, A. E., (November, 2009). Examining Teacher Knowledge and Professional Development as Predictors of Student Language and Literacy. Paper presented at the annual meeting of the National Association for the Education of Young Children, Washington, D.C. Zibulsky, J. & Cunningham, Anne E. (April, 2009) Preschoolers at Risk of Developing Concurrent Academic and Behavioral Difficulties Paper presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.
Cunningham, A. E. & Zibulsky, J. (June, 2008). Professional Development in Preschool Literacy Curricula: Considering the Role of Knowledge Calibration. Paper presented at Head Start's 9th National Research Conference, Washington, D.C.
Cunningham, A. E. (2007, July). Best Practices in Language and Literacy. Presented in Monterey, CA.
Cunningham, A. E. (2007, March). Professional development in preschool curricula: Developing teacher knowledge. Paper presented at the bi-annual meeting of the Society for Research in Child Development, Boston, MA.
Cunningham, A. E., Davidson, M., & Zibulsky, J. (2007, March). Teacher study groups as a mechanism of change in professional development in preschool literacy curricula: Developing teacher knowledge. Paper presented at the bi-annual meeting of the Society for Research in Child Development, Boston, MA.
Cunningham, A. E., Davidson, M., & Bulat, J. (2006, November). Examining preschool professional development: Issues of fidelity, implementation of a preschool literacy program. Paper presented at the annual meeting of the National Association for the Education of Young Children, Atlanta, GA.
Cunningham, A. E., & Bulat, J. (2006, June). The role of print exposure in the development of early literacy skills among Kindergarten students. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Vancouver.
Cunningham, A. E., & Davidson, M. (2006, June). Teacher study groups and fidelity of implementation of a preschool literacy program. Paper presented at the annual meeting Head Start's 8th National Research Conference in Washington, D.C.
Cunningham, A. E. (2005, January). Reading engagement: The role of talking books in increasing levels of reading volume. Paper presented at the annual meeting of Technology, Reading & Learning Difficulties, International Reading Association, San Francisco.
Cunningham, A. E. (2004, June). How does orthographic knowledge develop in beginning readers? Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Amsterdam.
Cunningham, A. E. (2004, February). The National Early Literacy Panel: Synthesis of scientific research on early literacy development. Paper presented at the annual meeting of the National Family Literacy Association, Orlando, FL.
Cunningham, A. E. (2003, November). Preparing knowledgeable teachers of reading and language. Paper presented at the annual meeting of the International Dyslexia Association, San Diego, CA.
Cunningham, A. E. (2003, September). The links between children's vocabulary growth and reading volume. Paper presented at the Vocabulary Forum, Dallas, TX.
Cunningham, A. E. (2003, January). Where technology and literacy meet: Using engaging tools, technology and talking books to teach early literacy skills. Paper presented at the annual meeting of Technology, Reading & Learning Difficulties, International Reading Association, San Francisco.
Workshops
return to top
(current)Cunningham, A. E. (PI). Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy for Preschool Teachers. Institute of Educational Science (IES) U.S. Department of Education, 2009-2013.
Cunningham, A. E. (Consultant and Evaluator). Preschool literacy growth and professional development. Oakland Unified School District. Early Reading First. 2005 to 2008.
Cunningham, A. E. (PI). A Randomized Control Study of the Effectiveness of Interactive Multisensory Pre-K Program. IES: US Department of Education, Preschool Curriculum Evaluation Research Grant Program, (PCER). 2004 to 2008.
return to top
(selected)Fellow, 2012
American Educational Research AssociationFellow, 2011>br> American Psychological Association
Division 15: Educational Psychology
Division 7: Developmental PsychologyReid Lyon Award, 2007
Reading Institute Leadership Award
California State University, MontereyGeorge Graham Award, 2006
Annual Lecture Series Address
Curry School of Education, University of VirginiaNational Academy of Education
Spencer Fellowship Award
Phonological Awareness and Early Reading DevelopmentThe Outstanding Dissertation of the Year Award
The International Reading Association
Phonemic Awareness: The Development of Early Reading Competency
return to top
Professional and Government Committees(recent)National Committees:
National Early Literacy Panel (NELP) 2003-2009.U.S. Department of Education. Technical Working Group for the Evaluation of the Early Childhood Educator Professional Development Program (ECEPD). June, 2006.
U.S. Department of Education, Institute of Education Sciences, (IES) Technical Review Panel on-site. Reading Comprehension and Reading Scale-up Research, FY 2005, SP 2006.
U.S. Department of Education, Office of Elementary & Secondary Education: Expert Panel, Early Reading First (Preschool), Tier II, July, 2002, 2003, 2004, 2006.
National Science Foundation: Division of Social, Behavioral, and Economic Research, 1995-1999; 2001- 2003; 2005; 2008.
United States-Israel Binational Science Foundation 1997-2009.
California Committees:
Steering Committee, University of California Multidisciplinary Center for Research on Special Education, Disabilities, & Developmental Risk (SPEDDR), 2004-2009.California State Commission on Teacher Credentialing (CTC) Advisory Task Board on Teacher Preparation for Reading Instruction and Assessment (RICA), 2009.
California State Commission on Teacher Credentialing (CTC) Technical Advisory Task Force on Teacher Preparation for Reading Instruction and Assessment (RICA), 2006.
Child Development Division of the California (CDD) Department of Education. Expert Panel: Development of Content Standards in Reading for California preschoolers, 2004-2008.
Advisory Board, Reading Success Network (RSN) Southern California Technical Assistance Center. Los Angeles County Office of Education (LACOE), Downey, CA, 2003-2006.
Editorial and Review Positions(recent)Editorial Board:
Psychological Bulletin, 2010-present
Society for Scientific Study of Reading, 2009-present
Journal of Learning Disabilities, 2008-present
Reading Research Quarterly, 2006-present
Reading and Writing: An International Journal, 2004-present
Journal of Educational Psychology, 1988-1990, 2003-present
The California Reader, 1999-presentAd Hoc Reviewer:
Child Development
Cognition and Instruction
Developmental Psychology
Developmental Review
Educational Psychologist
Educational Researcher
Journal of Educational Psychology
Journal of Experimental Child Psychology
Journal of Literacy Research
Journal of Learning Disabilities
Learning Disabilities Quarterly
Reading Research Quarterly
Reading & Writing: An Interdisciplinary Journal
Review of Educational Research
Scientific Study of ReadingConference Reviewer:
International Dyslexia Association Annual Conference
International Reading Association Annual Conference
American Educational Research Association Annual Conference
Society for Research in Child Development Biennial Conference
Stanford Humanities Center Fellowship ProgramGrant Proposal Reviewer:
U.S. Department of Education: Institute of Education Sciences Reading and Writing Scientific Review Panel, Two Year Appointment 2005-2007.
ConsultanciesEducational Advisory Board,
Leapfrog Learning and Educational Technology, Inc., Emeryville, CA
University and GSE ServiceDirector of Joint Doctoral Program in Special Education
Member, Cognition & Development Doctoral Division
Member, Human Development Doctoral Program
Member, School Psychology Credential Doctoral Program
Member, Developmental Teacher Education Program
return to top
American Educational Research Association (AERA)
American Psychological Association
American Psychological Society
International Dyslexia Association
International Reading Association
California Reading Association
Council on Exceptional Children
National Association for Education of Young Children
National Reading Conference
Society for Research in Child Development
Society for the Scientific Study of Reading (SSSR)
return to top
Child Development
Cognitive Development
Early Childhood Development
Learning Disorders
Learning
Literacy
Special Education
Teacher Development
Teacher Education and Certification
Last Modified: 3/20/12
