Kate Perry

Kate Perry teaches in the School Psychology program and serves as a clinical supervisor for students in field placements in public schools. She has also worked as a school psychologist since 1999. In 2002 she was awarded a National Academy of Education/Spencer Foundation postdoctoral fellowship for her research on the social context of early schooling and young children's social adjustment. Her research focuses on examining whether teaching practices, and in particular how students perceive these practices, play a role in the development of academic, behavioral, and socio-emotional competencies.


Articles (Refereed Journals, Proceeding)

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004). Teacher's Reading Subject Matter Knowledge and their Ability to Calibrate this Knowledge. Annals of Dyslexia, 54 (1),139-166.
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. (2003). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, .
Daniels, D. H., & Perry, K. E. (2003). "Learner-centered" according to children. Theory into Practice, 42(2), 102-109.
Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers' classroom practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-118.
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.
Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33(4), 177-194.
Pratarelli, M. E., Perry, K. E., & Galloway, A. M. (1994). Automatic lexical access in children: New evidence from masked identity priming. Journal of Experimental Child Psychology, 58, 346-358.
Other Papers/Reports/Op-Eds/Computer Programs
A reading- writing-language sourcebook for the primary grades (1997). University School Support for Educational Reform. Contributing Author and member of the Bay Area Reading Task Force.

Presentations/Professional Experience


Perry, K. E., & Daniels, D. H. (2004, April). Elementary students' perceptions of teachers and school adjustment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Perry, K. E. (2003, October). Young children's perceptions of their teacher's practices: Implications for the development of reading competence. Paper presented at the Annual Meeting of the National Academy of Education, Cambridge, MA.
Perry, K. E., & Donohue, K. M. (2000, August). The role of learner-centered practices in children's adjustment during the transition to school. Paper presented at the 208th Annual Meeting of the American Psychological Association, Washington, D.C.
Cunningham, A. E., Perry, K. E., & Douglas, P. (1998, November). The self-teaching hypothesis and children's reading development. Paper presented at the meeting of the International Dyslexia Association Annual Conference, San Francisco, California.
  • 9 years experience working as a School Psychologist in Elementary and Middle Schools.

Interests and Professional Affiliations

  • American Psychological Association (APA) 
  • Society for Research in Child Development (SRCD) 
  • California Association of School Psychologists (CASP) 
  • National Association of School Psychologists (NASP) 

Achievement Issues

Assessment and Educational Measurement

Child Care

Early Childhood Development

Learner-centered Education

Learning Disorders


Professional Development for Educators

Reading Development

Interim Program Coordinator


Ph.D., University of California, Berkeley

Contact Information

Office #4331

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


(510) 643-7672