Amy R. Lederberg Regents Professor of Educational Psychology and Special Education Box 3979 Atlanta GA

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1 Amy R. Lederberg Regents Professor of Educational Psychology and Special Education Box 3979 Atlanta GA Education University of Minnesota, Minneapolis Ph.D., 1981 Child Psychology University of Minnesota, Minneapolis M.A., 1977 Child Psychology Smith College, Northampton, MA B.A., 1974 Psychology Professional Experience 2014-present Regents Professor, Educational Psychology and Special Education, Georgia State University 2013-present Affiliated Faculty, Communication Sciences and Disorders Program 2008-present Steering Committee Member, Research on the Challenges of Acquiring Language and Literacy Initiative 1998-present Faculty Member, Center for Atypical Development and Learning Professor Associate Vice President for Research, Georgia State University Associate Professor Assistant Professor Assistant Professor, Program in Psychology and Human Development, University of Texas at Dallas PROFESSIONAL SERVICE ACTIVITIES Professional Organization: Membership and Offices Held American Educational Research Association AERA Special Interest Group: Research in the Education of Deaf Persons, 1990-present, Board Member, Society for Research in Child Development Society for the Scientific Study of Reading Service to the Profession (selected) Associate Editor, Journal of Speech, Language, and Hearing Research, 2014-present Member of Special Education Standing Review Panel, Institute of Education Sciences, present Member of OSEP Deaf Education Focus Group Meeting, US Department of Education, March 21-23, 2012 Editorial Board, Journal of Deaf Studies and Deaf Education, Editorial Board, Journal of Genetic Psychology,

2 PUBLICATIONS (Student co-authors denoted by italics) Webb, M-Y, & Lederberg, A.R. (in press). Measuring phonological awareness in deaf and hardof-hearing children, Journal of Speech, Language, and Hearing Research. Lederberg, A. R., Schick, B., & Spencer, P. E. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 49(1), doi: /a Miller, E. M.., Lederberg, A.R., & Easterbrooks, S. R. (2013). Phonological awareness: Explicit instruction of young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18, Stanzione, C., Perez, S., & Lederberg, A. R., (2013). Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education, 18, Beal-Alvarez, J. S., Lederberg, A. R., & Easterbrooks, S. R. (2012). Grapheme phoneme acquisition of deaf preschoolers. Journal of Deaf Studies and Deaf Education, 17(1), doi: /deafed/enr030 Sargent, C. S., Borthick, A. F., Lederberg, A. L., & Haardörfer, R. ( ). A lowmaintenance approach to improving retention: short on-line tutorials in elementary statistics. Journal of College Student Retention: Research, Theory & Practice, 14 (4), Sargent, C. W., Borthick, A.F., & Lederberg, A. R. (2011) Improving retention for principles of accounting students: Ultra-Short online tutorials for motivating effort and improving performance. Issues in Accounting Education, 26(4) DOI: /iace Heisner, M.B., & Lederberg, A.R. (2011). The impact of Child Development Associate training on the beliefs and practices of preschool teachers. Early Childhood Research Quarterly, 26, Lederberg, A. R., & Beal-Alvarez, J. (2011). Expressing meaning: From communicative intent to building vocabulary (pp ). In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education, second edition. New York, NY: Oxford University Press. Easterbrooks, S. R., Lederberg, A. R., & Connor, C. M. (2010). Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf. American Annals of the Deaf, 155(4), Bergeron, J. P., Lederberg, A. R., Easterbrooks, S. R., Miller, E. M., & Connor, C. M. (2009). Building the alphabetic principle in young children who are deaf or hard of hearing. Volta Review, 109(2-3), Farran, L. K., Lederberg, A. R., & Jackson, L. A. (2009). Maternal input and lexical development: The case of deaf pre-schoolers. International Journal of Language & Communication Disorders, 44(2), Tolar, T. D., Lederberg, A. R., & Fletcher, J. M. (2009). A structural model of algebra achievement: Computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement. Educational Psychology, 29(2), Lederberg, A. R., & Spencer, P. E. (2008). Word-learning abilities in deaf and hard-of-hearing preschoolers: Effect of lexicon size and language modality. Journal of Deaf Studies and Deaf Education, 14(1),

3 Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses. Volta Review, 108(2), Tolar, T. D., Lederberg, A. R., Gokhale, S., & Tomasello, M. (2008). The development of the ability to recognize the meaning of iconic signs. Journal of Deaf Studies and Deaf Education, 13(1), Lederberg, A. R. (2006). Language development of deaf children with hearing parents. In E. Lieven (Ed.), Encyclopedia of language and linguistics (second ed., pp ). Oxford: Elsevier Ltd. Lederberg, A. R., & Spencer, P. E. (2005). Critical periods in the acquisition of lexical skills: Evidence from deaf individuals. In P. Fletcher & J. F. Miller (Eds.), Language disorders and developmental theory (pp ). Philadelphia, PA: John Benjamins. Prezbindowski, A. K. & Lederberg, A. R. (2003). Vocabulary assessment of deaf and hard-ofhearing children: from infancy through the preschool years. Journal of Deaf Studies and Deaf Education, 7, Lederberg, A. R., & Golbach, T. (2002). Parenting stress and social support in hearing mothers of deaf and hearing children: A longitudinal study. Journal of Deaf Studies and Deaf Education, 7, Lederberg, A.R., & Spencer, P. E. (2001). Vocabulary development of young deaf and hard of hearing children In M. D. Clark, M. Marschark, & M. Karchmer (Eds). Context, cognition, and deafness (pp ). Washington, D.C.: Gallaudet University Press. Lederberg, A. R., & Everhart, V. S. (2000). Conversations between deaf children and their hearing mothers: Pragmatic and dialogic characteristics. Journal of Deaf Studies and Deaf Education, 5, Lederberg, A. R., Prezbindowski, A. K. & Spencer, P. E. (2000). Word learning skills of deaf preschoolers: The development of novel mapping and rapid word learning strategies. Child Development, 71, Lederberg, A. R. & Prezbindowski, A. K. (2000). Impact of child deafness on mother-toddler interaction: Strengths and weaknesses. In P.E. Spencer, C. J. Erting, & M. Marschark (Eds.), Development in context: The deaf child in the family and at school (pp.73-92). Mahwah, NJ: Lawrence Erlbaum Assoc. Prezbindowski, A. K., Adamson, L. B., & Lederberg, A. R. (1998). Joint attention in deaf and hearing 22-month-old children and their hearing mothers. Journal of Applied Developmental Psychology, 19, Lederberg, A. R., & Everhart, V. S. (1998). Communication between deaf children and their hearing mothers: The role of language, gesture, and vocalizations. Journal of Speech, Language, and Hearing Research, 41, Spencer, P. E., & Lederberg, A. R. (1997). Different modes, different models: Communication and language of young deaf children and their mothers. In L. B. Adamson & M. A. Romski, (Eds.), Communication and language acquisition: Discoveries from atypical development (pp ). Baltimore: Brookes. Lederberg, A. R. (1993.) The impact of deafness on mother-child and peer relationships. In M. Marschark & D. Clark (Eds.), Psychological perspectives on deafness ( ) Hillsdale, NJ: Lawrence Erlbaum. Lederberg, A. R. & Mobley, C. (1992). The effect of hearing impairment on the quality of attachment and mother-toddler interaction. In S. Chess & M. Hertzig (Eds.), Annual 3

4 progress in child psychiatry and child development, 1991 (pp ). N.Y.: Brunner/Mazel. (reprinted from Child Development, 61, Lederberg, A. R. (1991). Social interaction of deaf preschoolers: Effects of language ability and chronological age. American Annals of the Deaf, 136, Lederberg, A. R. & Mobley, C. (1990). The effect of hearing impairment on the quality of attachment and mother-toddler interaction. Child Development, 61, Lederberg, A. R., Rosenblatt, V., Vandell, D.L., & Chapin, S. (1987). Temporary and long-term friendships in hearing and deaf preschoolers. Merrill-Palmer Quarterly, Lederberg, A. R., Ryan, H. R., & Robbins, B. (1986). Peer interaction in young deaf children: The effect of partner hearing status and familiarity. Developmental Psychology, 22, Lederberg, A. R., Chapin, S., Rosenblatt, V., & Vandell, D. L. (1986). Ethnic, gender, and age preferences among deaf and hearing preschool peers. Child Development, 57, Lederberg, A. R., & Morales, C. (1985). Code-switching by bilinguals: Evidence against a third grammar. Journal of Psycholinguistic Research, 14, Lederberg, A. R. (1984). Interaction between deaf children and unfamiliar adults. Child Development, 55, Lederberg, A. R. (1982). A framework for research on preschool children's speech modifications. In S. A. Kuczaj (Ed.), Language development: Language, cognition, and culture (pp ). Hillsdale, N. J.: Lawrence Erlbaum. Lederberg. A. R. & Maratsos, M. P. (1981). Children's use of semantic analysis in the interpretation of missing subjects: Further evidence against the MDP. Journal of Psycholinguistic Research, 10, Lederberg, A. R. (1980). The language environment of children with language delays. Journal of Pediatric Psychology, 5, Kuczaj, S., & Lederberg, A. R. (1977). Height, age, and function: differing influences on children's comprehension of younger and older. Journal of Child Language, 4, GRANTS (Funded) Institute of Education Sciences-US Dept of Education, $10,000,000. Center on Literacy and Deafness. Principal Investigator (co-pi Susan Easterbrooks (Georgia State University); Brenda Schick (University of Colorado-Boulder), Shirin Antia (University of Arizona); co-investigators: Paul Alberto, Lee Branum-Martin, Mi-Young Webb (Georgia Sate University) Poorna Kushalnagar (Rochester Institute of Technology), Carol Connor (Arizona State University). Center website: Institute of Education Sciences-US Dept of Education, $1,616,185, Foundations for Literacy: An Intervention for Young Children Who Are Deaf or Hard of Hearing, Principal Investigator. (Susan Easterbrooks, co- investigator) Institute of Education Sciences-US Dept of Education, $663,190, Interdisciplinary Postdoctoral Research Fellowship in Language and Literacy Interventions with Special Populations. Co-Training Director (Rose Sevcik, Co-Training Director) Institute of Education Sciences-US Dept of Education, $1,468,299, Improving Deaf Preschoolers Literacy Skills, Principal Investigator. (Susan Easterbrooks, Carol Connor, co- investigators). 4

5 Field-initiated Research Grant (Office of Special Education and Rehabilitative Services- US Dept of Education), $365,424. Vocabulary acquisition of young deaf and hard of hearing children. Principal Investigator (Patricia Spencer, Co-investigator) Social and Behavioral Sciences Research Grant (March of Dimes). $99,000. Vocabulary acquisition of young deaf and hard of hearing children. Principal Investigator (Patricia Spencer, Co-investigator) Research Grant (Maternal and Child Health). $25,200. Social/emotional development in deaf and hearing infants. Principal investigator of subgrant from Gallaudet University Field-Initiated Award (Office of Special Education). $266,437. Antecedents of language competence and social-emotional adjustment of young deaf children. Principal Investigator Social and Behavioral Sciences Research Grant (March of Dimes). $50,000 Antecedents of language competence and social-emotional adjustment of young deaf children. Principal Investigator Social and Behavioral Sciences Research Grant (March of Dimes). $32,000 Antecedents of language competence and social-emotional adjustment of young deaf children. Principal Investigator. PRESENTATIONS (selected) Stanzione, C. M. & Lederberg, A. R. (2013, April). The development of theory of mind in young deaf children: Gains over the school year. Poster presented at the 2013 Biennial Meeting of the Society for Research in Child Development, Seattle, WA. Burke, V. L., Lederberg, A. R., Stanzione, C. M., & Easterbrooks, S. (2013, April). Word reading strategies in deaf and hard-of-hearing children. Paper presented at the 2013 Biennial Meeting of the Society for Research in Child Development Preconference on Deaf and Hard-of-Hearing Children, Seattle, WA. Goldberg, H., Crume, P., Lederberg, A. R., Easterbrooks, S. R., Tucci, S., Glover, B., Stultz, K.. (2012, November). Narrative development in Deaf and Hard of Hearing preschoolers: An exploratory intervention study. Paper presented at the American Speech and Hearing Association, Atlanta, GA. Burke, V. & Lederberg, A. R. (2012, November). Word-Reading Strategy Development in Deaf & Hard of Hearing Preschoolers. Poster presented at the American Speech and Hearing Association, Atlanta, GA. Miller, E., Lederberg, A. R., Easterbrooks, S. R., Tucci, S. (2012, November) Emergent Literacy and Phonological Instruction for Preschoolers who are Deaf or Hard of Hearing. Paper presented at the American Speech and Hearing Association, Atlanta, GA. (ASHA Outstanding Student Presentation Award) Stanzione, C. M., Lederberg, A. R., Britten, J., & Wood, R. (2012, November). Theory of mind development in young deaf children: A guide for speech-language pathologists. Poster presented at the American Speech Language and Hearing Association, Atlanta, GA. Tucci, S., Stanzione, C. M., Easterbrooks, S, & Lederberg, A. R. (2013, February). Development of an intervention for theory of mind in deaf or hard-of-hearing preschoolers. Paper presented at the Association of College Educators Deaf & Hard-of-Hearing, Santa Fe, NM. Stanzione, C. M., Perez, S. M., & Lederberg, A. R. (2012, April). How to assess creativity in 5

6 deaf adolescents: A two-fold approach. Roundtable discussion at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, BC. Lederberg, A. R. (2011, October). Phonological Awareness. Invited workshop presented at the 32 nd Annual Conference on Mainstreaming Students with Hearing Loss. Springfield, MA Lederberg, A.R., Easterbrooks, S. R., Miller, E., & Connor, C. (2011, July), Teaching Deaf and Hard-of-Hearing Prekindergarteners Early Literacy Skills. Paper presented at the Society for the Scientific Study or Reading, St Pete Beach, FL. Lederberg, A.R., Webb, M Y, Connor, C. M. & Easterbrooks, S. R. (2011, April) Understanding the Nature of Early Phonological Awareness and Its Relations to Reading Acquisition in Deaf and Hard of Hearing Children. Paper presented at Preconference of Society for Research in Child Development, Montreal, CA. Lederberg, A. R. (2010, July). The effectiveness of an emergent literacy program for Deaf prekindergarteners to teach alphabetic knowledge and phonological awareness skills. Paper presented at the International Congress on the Education of the Deaf, Vancouver, BC. Beal-Alvarez, J., & Lederberg, A. R. (2010, July). Building Foundations for Literacy in young DHH children using print and Visual Phonics. Paper presented at the International Congress of Deaf Education of the Deaf. Miller, E.M., Bergeron, J.P., Easterbooks, S.R., Lederberg, A.R., & Beal-Alvarez, J. (2010, June). Building the foundation: Phonological awareness instruction. Paper presented to The Alexander Graham Bell Association for the Deaf and Hard of Hearing, Orlando, Florida. Lederberg, A.R., Beal-Alvarez, J.S., Miller, E.M, Bergeron, J.P., Easterbrooks, S.R., & Connor, C.M. (2010, May). Teaching of deaf prekindergarteners alphabetic knowledge, phonological awareness, and emergent literacy skills. Presentation at the meeting of American Educational Research Association, Denver, CO. Bergeron, J. P., Easterbrooks, S.R., & Beal-Alvarez, J.S. (2010, February). Reading right out of the starting gate. Paper presented at the annual conference of the Association of College Educators-Deaf/Hard of Hearing, Lexington, KY. Lederberg, A.R., Beal-Alvarez, J., Miller, E., Bergeron, J.P., Easterbrooks, S. E., Connor, C.M. (2010, April). Teaching deaf preschoolers alphabetic knowledge, phonological awareness, and emergent literacy skills. Paper to be presented at the American Educational Research Association, Denver, CO. Lederberg, A. R., Connor, C. M., Easterbrooks, S. E., Miller, E., & Bergeron, J. P. (2009, July). Foundations for Literacy: A curriculum for prekindergarteners with hearing loss. Paper presented at the Institute of Education Sciences, Washington, DC. Lederberg, A. R., Burke, V., Easterbrooks, S. E., & Connor, C. M. (2009, June). The development of a curriculum to teach deaf children alphabetic knowledge, phonological awareness, and vocabulary. Paper presented at the Society for Scientific Study of Reading, Boston, MA. Lederberg, A.R., Connor, C.M., Easterbrooks, S. E, Miller, E., & Bergeron, J. (2009, April) Improving deaf preschooler s emergent literacy skills. Presentation in the symposium: Deafness and literacy: the impact of cochlear implants at the Society for Research in Child Development, Denver, CO. Easterbrooks, S. R., & Miller, E.M. (2009, April). An emergent literacy curriculum for deaf and hard of hearing children. Poster presented at the annual conference of Council for 6

7 Exceptional Children, Seattle, Washington. Miller, E., Bergeron, J., Cannon, J., Beal-Alvarez, J., Lederberg, A., & Easterbrooks, S. (2009, March). Foundations for Literacy: A Curriculum for Young Children who are deaf and hard of hearing. Paper presented at the annual conference of the Association of College Educators-Deaf/Hard of Hearing, New Orleans, LA. Lederberg, A.R., Connor, C.M., Easterbrooks, S. E, Miller, E., & Bergeron, J. (2008, July). The development of phonological sensitivity, vocabulary, and early literacy skills in deaf preschoolers with cochlear implants. Poster presented at the meetings of the Society for the Scientific Study of Reading, Asheville, NC Lederberg, A., Miller, E., & Bergeron, J. Connor, C. & Easterbrooks, S. E. (2008, June) The development of an emergent literacy curriculum for deaf and hard of hearing children. Invited paper presented in the symposium entitled Using Single Case Methods as an Approach to Developing Interventions at the Third Annual IES Research Conference, Washington, DC. Lederberg, A., Easterbrooks, S. E., Connor, C. M, Miller, E.M, & Bergeron, J.R. & (2008, March). Deaf children's phonological sensitivity and emergent literacy skills: during early childhood: Strengths and weaknesses. Paper presented at the American Educational Research Association. New York, NY. Lederberg, A.R. (2008, February). Vocabulary development of deaf and hard of hearing children. Invited keynote speaker at Florida International University Psychology conference. Lederberg, A. R., (2008, February). Deaf children and their language environments: Maximizing potential. Invited address for the public. Florida Atlantic University. Lederberg, A.R. Easterbrooks, S., Connor, C., Page, J. (2007, June). Improving Young Deaf Children s Emergent Literacy Skills: A Preliminary Report. Poster presented at the meetings of the Institute of Education Sciences, Washington, D.C. Lederberg, A.R. Easterbrooks, S., Connor. C.M., Miller, E.M. & Page, J.R. (2007, March). Improving young deaf children's emergent literacy skills. Presented at Decoding and Reading Comprehension in Deaf Children Pre-Conference of the biennial meetings of the Society for Research on Child Development, Boston, MA. Farran, L., Lederberg, A. R., & Jackson, L. (2005, July). Maternal labeling and deaf children s fastmapping of novel words: Is there a link? Poster presented at the meetings of the X International Congress for the Study of Child Language, Berlin, Germany. Connor, C., Lederberg, A.R., & Spencer, P.E. (2005, April). Development of children with cochlear implants. One-day preconference to the meetings of the Society for Research in Child Development, Atlanta, GA. 7

8 Past Doctoral Advisees Karen Boyd, Critical thinking tests and higher education research Amy Prezbindowski, The quality of mother-child interaction and social competence of deaf and hearing preschoolers: A longitudinal study. Current position: Clinical Psychologist Good Samaritan Hospital, Puyallup, WA Maggie Yebra, Inhibitory processing during the preschool years. EPSE outstanding dissertation award. Current position: Clinical Measurement Consultant at Houghton Mifflin-Harcourt/Riverside Tammy D. Tolar, A Cognitive Model of Algebra Achievement among Undergraduate College Students. EPSE outstanding dissertation award. Current position: Assistant Professor, University of Houston Mary J Heisner, 2008, Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training. EPSE outstanding dissertation award. Current position Navy Family Services, Child and Youth Program Specialist, Supervisory Inspector. Juliet Haarbauer-Krupa, 2009, Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders, Current position: Research Faculty, Emory University and Children s Healthcare of Atlanta. Carol Springer Sargent, Improving Retention for Principles of Accounting and Elementary Statistics Students: Ultra-Short Tutorials Designed to Motivate Effort and Improve Performance. EPSE outstanding dissertation award. Current position: Associate Professor of Accounting, Middle Georgia State College. Victoria Burke, 2012, Word Reading Strategy Development of Deaf and Hard-of-Hearing Preschoolers. EPSE outstanding dissertation award. Current position: Postdoctorate Research Fellow, Georgia State University 8

Professional Experience

Professional Experience Amy R. Lederberg Regents Professor of Educational Psychology, Special Education, and Communication Disorders Box 3979 Atlanta GA 30302 404-413-3813 alederberg@gsu.edu Education University of Minnesota,