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 dataset contains results from the second wave of surveys sent to parents of twin pairs in 2014.
This dataset contains results from the first wave of surveys sent to parents of twin pairs in 2012.
This project was funded by the NIH through the P50 Florida Learning Disabilities Research Center. More information about the project can be read in this publication about the project:
This code was written in R version 3.5.3 using the metafor package (Viechtbauer, 2010).
The data are in long form, with some studies having multiple lines and includes a sample of children ranging from 3.54 to 13.75 years old. The main effect size is the r, correlation coefficient, and the accompanying sample size is also included.
Mathematical thinking is in high demand in the global market, but approximately six percent of school-age children across the globe experience math difficulties (Shalev, et al., 2000).
This data set includes all total scores, demographics, home literacy environment, etc. for Project KIDS. Data are in wide format, with separate variables for each wave of assessments. All 4038 participants are represented in the data.
These data are for each item on all achievement and behavioral assessments completed during the original intervention projects. The dataset is wide, with separate variable names for each wave of assessment. All participants (n= 4,038) are included.
Project KIDS aimed to rigorously combine data from several independent RCTs to explore individual differences in response to intervention, focused on cognitive, behavioral, contextual, and family history correlates of intervention response.
This code cleans up the raw data, re-names variables, recodes values, and codes subscales. The code was originally written in SAS.
