I am an interdisciplinary researcher who happens to find herself in a developmental psychology area.
My research efforts integrate theories and methods from developmental psychology, cognitive psychology, education, and behavioral genetics. Broadly, my substantive research relates to understanding how and why people differ in their cognitive development, particularly focused on reading and math development. My work is highlighted by the use of advanced methodological techniques and open science.
Most of my work to date has focused on using twin methods to understand the "nature" and "nurture" of child development. I also spend a lot of time trying to understand the direct role of environments around children, controlling for genetic predispositions. I currently have an NIH grant to create a national twin project, NatPAT, to examine the genetic and environmental influences on the co-development of reading and math skills through elementary school.
I also work in the field of meta-science, understanding how scientists do science, with a particular interest in supporting rigorous and reproducible educational and developmental science. I currently have an NIH grant to build a data repository, LDbase, to support the data storage and data access needs of scientists working in the field of learning disabilities.
Beyond my research, I am passionate about training, dissemination of research, and advocating for women and BIPOC in science. I am the PI of the Florida Learning Disabilities Research Center Engagement Core, with a mission to provide specialized training opportunities to students and postdocs, and disseminate our research to our community. I am the Co-Director of FIREFLIES, an IES funded predoctoral training grant focused on reading research. I am a co-founder and President of POWER, an association with the mission to connect, support, and advocate for women conducting research in the fields of education and child development.
Contributions
This is the final cleaned dataset from the parent survey administered as part of PEALM. All data was double data entered and processed by a professional data manager before sharing. Data was collected from parents from multiple locations in Florida.
This study was a parent survey add on to a funded project, REALM, that examined the role of teacher math experience, attitudes and learning on their student math attitudes and abilities.
Preprint of the manuscript for "Fear of Reading: A Meta-Analysis and Systematic Review of the Association between Reading Anxiety and Reading Achievement"
Demographic variables like race, ethnicity, and disability can be particularly problematic for data reidentification and data misuse in publicly available dataset. Therefore, these were removed from the original dataset.
This document contains the codebook and all necessary information for the NatPAT COVID-19 Survey that was administered in fall 2023.
This is the survey that was sent to NatPAT caregivers and twins in fall 2023, focused on COVID-19 pandemic impacts on caregivers' and twin's lives.
This is a spreadsheet format of table 2 that is included in the manuscript. Table 4 reports the reading anxiety measure used in each of 64 studies included in the reading anxiety meta-analysis.
This is a spreadsheet format of table 1 that is included in the manuscript. Table 1 reports the study quality of the studies included in the reading anxiety meta-analysis.
This research addresses a conundrum: Why do twice as many boys as girls receive services to treat Developmental Language Disorder when community samples reveal parity in the prevalence of the condition?
This is the accepted Stage 1 registered report version of the paper "Examining differential intervention effects: Do Individualized Student Intervention effects vary by student abilities and characteristics?".
