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Culture, Development, and the Learning Sciences
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

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.  Her recent project was entitled 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 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.

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(510) 642-4201
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