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.
This document contains the codebook and all necessary information for the NatPAT COVID-19 Summer to Fall 2021 Survey that was adminsitered.
We are conducting a meta-analysis on the association between reading anxiety and reading achievement. This document, specifically, is our preregistered coding sheets we plan to use for extraction of information from each study included in the meta-analysis.
In this preregisteration we outline our plan for conducting this meta-analysis on the association between reading anxiety and reading achievement. We provide a description of the study, including the study aims and research questions.
The goal of this study is to determine if there is a significant association between reading anxiety and reading achievement.
This dataset contains the school-level data related to the study "Methodological Decisions and their impacts on the perceived relations between school funding and educational achievement".
This project contains the data related to the study "Methodological Decisions and their impacts on the perceived relations between school funding and educational achievement".
This is the survey that was sent to NatPAT caregivers in mid-summer 2021, focused on COVID-19 pandemic impacts on their family.
The National Project on Achievement in Twins (NatPAT) is funded by the National Institutes of Health (grant number HD052120).
This is a useful figure for new users of Project KIDS to see how the project worked. It lists the original projects, dates, and sample sizes of each component of Project KIDS.
This is the companion to the codebook for the Project KIDS Survey Data dataset. The companion contains information on original publications, recoded variables, and total and sum score variables.