Anne E. Cunningham

Anne Cunningham serves as the Graduate School of Education Head Graduate Academic Adviser, and UCB 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 from the National Academy of Education and the National Science Foundation, 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 U.S. Department of Education Institute of Educational Studies.

Dr. Cunningham is a Fellow of the American Psychological Association, Division 15 Educational Psychology and Division 7 Developmental Psychology.  She is a Fellow of the American Educational Research Association. She is an editorial board member of APA Psychological Bulletin, Journal of Educational Psychology, Journal of Learning Disabilities, Reading Research Quarterly, Reading and Writing: An Interdisciplinary Journal, and The California Reader in addition to being an ad hoc reviewer for 10 other journals. Dr. Cunningham has served as an elected board member of the Society for the Scientific Study of Reading.  She has served on several expert panels for literacy initiatives, which include the The National Early Literacy Panel, Reading First, Early Reading First and chairing the California Literacy and Language Preschool Foundations Panel.

Her 2014 book:  Book Smart: How to Develop and Support Successful Motivated Readers, co-authored with Jamie Zibulsky, Oxford University Press.

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.

Publications

Books

Cunningham, A. E. & Zibulsky, J. (2014). Book Smart:  How to Support and Develop a Successful Motivated Reader, Oxford University Press.  $24.95 ISBN 9780199843930  

                                       http://youtu.be/ZWd0xO66hAg 

                                       http://www.booksmartfamily.com/

Publications

Cunningham, A.E. (in press). Professional Development in Emergent Literacy for Early Childhood Teachers:  Teacher Study Groups as Mechanism of Change.  Early Childhood Research Quarterly.

Cunningham, A.E. & Chen, Y. (2014). Matthew Effects:  The Rich Get Richer in Literacy. Encyclopedia of Language Development, Thousand Oaks, CA SAGE Publications, Inc.

Arya, D.J., McClung, N.A., Maul, A. & Cunningham, A.E. (2014). The effects of early home literacy environments on fourth-grade literacy achievement: An international comparison. International Journal of Quantitative Research in Education.

Cunningham, A. E. (2010). Reading Aloud to Students, Encyclopedia of Cross-Cultural School Psychology.

Cunningham, A.E., & Ryan O’Donnell, C.  (in press).  Teacher Knowledge in Early Literacy. In Alexander Pollatsek & Rebecca Treiman (Eds.). The Oxford Handbook of Reading. New York: Oxford University Press.

Cunningham, A.E., & Zibulsky, J. (in press). It Takes Two: How Parents and Teachers Bridge the Gap between Listening and Reading Comprehension, In A. DeBruin-Parecki, S. Gear & A. Van Kleeck (Eds.). Pre-Reader Comprehension: One of the Essential Building Blocks to Becoming a Successful Reader. Baltimore, MD: Brookes Publishing.

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.  (2013).  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. (2013). 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., & Raher, K. Schmidt. (2011). Orthographic processing in models of 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: Lawrence Erlbaum Associates Publishers.

Cunningham, A. E. (2010). The impact of reading volume in a technological society. In S.Madsbjerg & H. Romme Lund (Eds.), Reading and learning, (pp. 53-62). Copenhagen,Denmark: Danish Psychology Publishing.

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. (2010). Children Literature, Encyclopedia of Cross-Cultural School

           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. 42, 5, 418-430.

Cunningham, A. E., & Zibulsky, J. (2009). Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy. Special Issue on Teacher Knowledge: Reading and Writing: An Interdisciplinary Journal, 22, 375-378.

Cunningham, A. E., Zibulsky, J., & Callahan, M. (2009). 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.

Gray, J. H., Bulat, J., Jaynes, C., & Cunningham, A. (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., & 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.

Lonigan, C. J., Shanahan, T., & Cunningham, A. (2008). Impact of shared-reading interventions on young children’s early literacy skills. In National Early Literacy Panel, Developing early literacy: Report of the National Early Literacy Panel (pp. 153–171). Washington, DC: National Institute for Literacy.

California Department of Education Report.  Child Development Division, California Department of Education, through a contract with WestEd.  (2008). California preschool learning foundations, Volume 1.  Sacramento, CA:  California Department of Education.

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. (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. (2006). "Read, read. Read everything": Why reading volume makes students smarter. California Reader, 40, 3-10.

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.

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.

Stanovich, K. E. & Cunningham, A. E. (2004). Inferences from correlational data: Exploring associations with reading experience. In N. Duke & M. Mallette (Eds.), Literacy Research Methods (pp. 28-45). Guilford Publications, Inc.

Cunningham, A.E. (2003). The value of reading volume and engagement in young children. Encyclopedia of Education, (pp. 2003-2007). New York: MacMillan.

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.

Cunningham, A. E., & Stanovich, K. E. (2003). Reading can make you smarter! Principal, Alexandria, VA: National Association of Elementary School Principal

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. (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.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-15.

Cunningham, A. E. & Stanovich, K.E. (1998).  The impact of print exposure on word recognition.  In Ehri, L.C. & Metsala, J.L. (Eds.), Word Recognition in Beginning Literacy (pp. 235-262). Hillsdale, N.J.: Erlbaum.

Stanovich, K. E., Cunningham, A. E., & West, R. F. (1998). Literacy experiences and the shaping of cognition. In S. Paris & H. Wellman (Eds.), Global Prospects for Education: Development, Culture, and Schooling (pp. 253-290). Washington, DC: American Psychological Association.

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.

Paris, S.G. & Cunningham, A.E. (1996). Children becoming students. In D.C. Berliner & R.C. Calfee (Eds.), The Handbook of Educational Psychology (pp. 117-147). New York: MacMillan Publisher.

Stanovich, K.E., & West, R.F., Cunningham, A.E., Cipielewski, J., Siddiqui, S. (1996).  The role of inadequate print exposure as a determinant of reading comprehension problems.  In C. Cornoldi & J. Oakhill (Eds.), Reading Comprehension Disabilities. (pp. 15-32). Hillsdale, N.J.: Erlbaum.

Cunningham, A.E., Stanovich, K.E., & West, R.F. (1994). Literacy environment and the development of children's cognitive skills. In E.M.H Assink (Ed.) Literacy Acquisition and Social Context. (pp. 70-91). London: Harvester Wheatsheaf.

West, R.F., Stanovich, K.E.,  & Cunningham, A.E. (1994). Compensatory processes in reading.  In R. Dixon & L. Backman (Eds.), Psychological Compensation:  Managing Losses and Promoting Gains (pp. 275-296).  Hillsdale, N.J.: Erlbaum.

Cunningham, A.E. (1993).  Eeny, meeny, miny, moe: Testing policy and practices in early childhood education.  In B.R. Gifford (Ed.), Testing and Public Policy, (pp. 229-294). Boston: Kluwer Academic Publishers.

 Cunningham, A.E. & Stanovich, K.E. (1993). Children's literacy environments and early word recognition subskills.  Reading and Writing: An Interdisciplinary Journal, 5, 193-204.

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.

Stanovich, K.E  & Cunningham, A.E. (1992). Studying the consequences of literacy within a literate society:  The cognitive correlates of print exposure. Memory and Cognition, 20, 51-68.

Cunningham, A.E. & Stanovich, K.E. (1991). Tracking the unique effects of print exposure:  Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-274.

Stanovich, K.E  & Cunningham, A.E. (1991).  Questions and answers:  Learning styles.  The Reading Teacher, 43, 697-698.

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.

Cunningham, A.E. & Stanovich, K.E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82, 159-168.

Cunningham, A.E., Stanovich, K.E., Wilson, M. (1990). Cognitive variation in adult college students differing in reading ability.  In T.H. Carr and B.A. Levy (Eds.), Reading and its Development: Component Skills Approaches (pp. 129-159). New York: Academic Press.

Stanovich, K.E. & Cunningham, A.E. (1990). Reading as constrained reasoning.  In R. Sternberg and P. French (Eds.), Complex Problem Solving: Principles and Mechanisms, (pp. 3-60).  New Jersey: Lawrence Erlbaum Associates.

Cunningham, A.E. & Paris, S.G. (1985). The origins of computer literacy. The Quarterly Newsletter of the Institute for Comparative Human Development, 4, 125-131.

Stanovich, K.E., Cunningham, A.E., & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.

Stanovich, K.E., Cunningham, A.E., & Feeman, D.J.  (1984). The relationship between early reading acquisition and word decoding with and without context: a longitudinal study of first grade children.  Journal of Educational Psychology, 76, 668-677.

Stanovich, K.E., Cunningham, A.E., & Feeman, D.J. (1984). Intelligence, cognitive skills and early reading progress. Reading Research Quarterly, 19, 278-303.

West, R.F., Stanovich, K.E., Feeman, D.J., & Cunningham, A.E. (1983). The effect of sentence context on word recognition in second- and sixth-grade children. Reading Research Quarterly, 19, 6-15.

Stanovich, K.E., Feeman, D.J., & Cunningham, A.E. (1983). The development of the relation between letter naming speed and reading ability. Bulletin of the Psychonomic Society, 21, 199-202.

Stanovich, K.E., Cunningham, A.E., & West, R.F. (1981). A longitudinal study of the development of automatic recognition skills in first graders.  Journal of Reading Behavior, 13, 57-74.

Media
New York Times, 2013; Language-Gap Study Bolsters a Push for Pre-K
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.

Presentations/Professional Experience

Invited

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
 
 
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.

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, 1989-1991
  • University of Washington, College of Education:
  • Associate Research Professor, Educational Psychology
  • Assistant Research Professor, Educational Psychology
Clarkston Community Schools, Clarkston, MI:
  • Early Elementary Teacher (K-3)
  • Reading Resource Specialist (2-6)
 

Interest and Professional Affiliations

  • 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)
  • Child Development
  • Cognitive Development
  • Early Childhood Development
  • Learning
  • Learning Disorders
  • Literacy
  • Special Education
  • Teacher Development
  • Teacher Education and Certification

Degree(s)

PhD Developmental Psychology, University of Michigan

M.A. Developmental Psychology, Oakland University

B.S. Child Development and Teaching Credential: Early Childhood Education & Elementary Education Michigan State University

Contact Information

Office #4419

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670

Phone

(510) 642-4201

Staff Contact

Caron Williams