Dr. Daniel Conine, Assistant Professor of Learning Sciences
A telehealth caregiver training model to establish pivotal prelinguistic communication skills in young children with ASD.

Dr. Elizabeth Tighe, Assistant Professor of Psychology
Development of the Mighty Morphin’ Word Explorers Intervention for Struggling Adult Readers

Dr. Jeff Malins, Assistant Professor of Psychology
Evaluation the Impact of Non-Invasive Brain Stimulation on Learning and Consolidation of Phonologically Similar Novel Spoken Words

Dr. Katie McCarthy, Assistant Professor of Educational Psychology
Effects of Text Simplification on Civic Text Comprehension and Metacomprehension

Dr. Elizabeth Stevens, Assistant Professor of Learning Sciences
Using Vocabulary Instruction to Improve Mathematics Word-Problem Solving for Students with Mathematics Difficulty

Dr. Tricia King, Professor of Psychology
Identifying Genetic and Core Cognitive Skill Processes that Contribute to Variation in Pragmatic Language and Adaptive Outcomes in Pediatric Cerebellar Brain Tumor Survivors

Dr. Joe Magliano, Professor of Learning Sciences
Developing Materials to Explore the Nature of Comprehension Challenges in Adults with Low Literacy Skills

Dr. Robin Morris, Professor of Psychology
Reading Impairment in Aphasia

Dr. Sarah Carlson, Assistant Professor of Learning Sciences
Comprehension Struggles in Science (CSIS): Exploring the Comprehension Processes and Products Involved during Science Reading

Dr. Daphne Greenberg, Professor of Learning Sciences
Exploring the Construct Validity and the Longtitudinal Stability of Morphological Assessments with Struggling Adult Readers

Dr. Sarah Hansen, Assistant Professor of Learning Science

Family-Based Early Intervention on Social Communication Skills for Younge Children with or at Risk for Autism Spectrum Disorder

Dr. Youjin Kim, Assistant Professor of Applied Linguistics

Writing to Make Meaning Through Multimodal Composing: Does it Facilitate L2 Literacy Development?

Dr. Şeyda Özçalışkan, Associate Professor of Psychology
Does Gesture Play a Causal Role in Improving Vocabulary Development for Children with Autism and with Typical Development

Dr. Elizabeth Tighe, Assistant Professor of Psychology
The Relations of Comprehension Monitoring to Reading Comprehension in Struggling Adult Readers: Evidence from Eye Movement Data

Dr. Christopher Conway, Associate Professor of Psychology
Neurophysiological Correlates of Sequential Learning and its Impact on Language Outcomes in Children with Autism Spectrum Disorder

Dr. Maryann Romski, Regents' Professor of Communication, Psychology and, Educational Psychology, Special Education & Communication Disorders
Developing Mobile Health Technology to Optimize Communication Outcomes for South African Children with Neuro-Developmental Disorder

Dr. Hongli Li, Assistant Professor of Educational Policy Studies, Educational Psychology, Special Education and Communication Disorders
Effectiveness Measures for Teachers of English Language and Non-English Language Learners

Dr. Debra McKeown, Assistant Professor of Educational Psychology, Special Education and Communication Disorders
The Impact of iPad-Based Asynchronous Feedback on Student Revising Behavior and Writing Quality

Dr. Robin Morris, Professor of Psychology and Assoc. Provost for Strategic Initiatives & Innovation
Neurocognitive Bases of Struggling Adult Readers

Dr.Daphne Greenberg, Associate Professor of Educational Psychology and Special Education
Dr. Lee Branum-Martin, Associate Professor of Psychology (CO-PI)
Dr. Hongli Li, Assistant Professor of Educational Policy Studies (CO-PI)
Analysis of Standardized Reading Measures and Struggling Adult Readers.

Dr. Stephanie Lindemann, Assistant Professor of Applied Linguistics
Addressing the Native Speaker Variable in Native-Non-Native Communication

Dr. Seyda Ozcaliskan, Assistant Professor of Psychology
Gesture's Role in the Language Development of Dual Language Learners

Dr. Nicole Patton-Terry, Assistant Professor of Educational Psychology and Special Education
Dr. Julie Washington, Professor of Educational Psychology and Special Education (Co-Pi)
Constructing Two Theory-Based Approaches to Literacy Instruction for Poor Readers Who Speak Non-mainstream American English

Dr. Scott Crossley, Assistant Professor of Applied Linguistics
Dr. Gwen Frishkoff, Assistant Professor of Psychology (Co PI)
Vocabulary Enhancement System for Strategic English Learning (VESSEL): Building an Intelligent Tutor to Support Incremental and Robust Word Learning in Language Learners

Dr. YouJin Kim, Assistant Professor of Applied Linguistics
Using Communicative Tasks to Improve L2 Learners' Comprehension and Production of Gramatical Structures in English

Dr. Tricia King,  Associate Professor of Psychology
The Role of Language Skills in Predicting Reading Performance of Young Children with a History of Traumatic Brain Injury

Dr. Amy Lederberg, Professor of Educational Psychology and Special Education
The Development of Emergent Literacy Skills in Deaf and Hard of Hearing Preschoolers

Dr. Seyda Ozcaliskan,  Assistant Professor of Psychology
Does Gesture Predict Sex Differences in Emerging Language Abilities

Dr. David Washburn, Chair and Professor of Psychology
An ERP Study of Capuchin Responses to Speech Sounds

Dr. Florencia Anggoro, Assistant Professor of Educational Psychology
Which Works in the Promotion of Early Science Learning:Reading, Listening or Both?

Dr. Lucy Pickering, Assistant Professor of Applied Linguistics and ESL
A Critical Analysis of Workplace Discourse to Inform AAC Devices

Dr. Seyda Oscaliskan, Assistant Professor of Psychology
Gesture as a Window onto Atypical Language Development

Dr. Michael Owren, Associate Professor of Psychology
Speech Perception by Language-Trained Bonobos

Dr. Rebecca Williamson, Assistant Professor of Psychology
The Role of Source Evaluation in the Capacity to Learn Language