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Informationen zum Autor > Christopher J. Lonigan, Ph.D., is Distinguished Research Professor of Psychology and Associate Director of the Florida Center for Reading Research at Florida State University. He has been the principal investigator for numerous research projects and programs funded by the National Institute of Child Health and Human Development (NICHD), the Institute of Education Sciences (IES), the National Science Foundation (NSF), and the U.S. Department of Health and Human Services. Dr. Lonigan's area of expertise concerns the development, assessment, and promotion of preschool early literacy skills. He has authored or coauthored more than 70 research publications. Kate Cain, Ph.D., Reader, Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK. Dr. Cainâ (TM)s research focuses on the development of reading and listening comprehension in children and, in particular, how language skills, knowledge, and cognitive resources are related to reading and listening comprehension problems. Judith J. Carta, Ph.D. , is a Senior Scientist in the Institute for Life Span Studies, Professor of Special Education, and the Interim Director of the Juniper Gardens Children's Project at the University of Kansas. Her research focuses on developing strategies to minimize the effects of poverty on children's outcomes, designing practices that teachers and parents can use to promote children's early learning and social-emotional development, methods for monitoring the progress of young children, and strategies for promoting family engagement in early intervention programs. She has been the PI of several multi-site research projects and centers funded by the National Institutes of Health, the Institute of Educational Sciences, and the Administration on Children and Families. She currently co-directs an IES-funded project to develop the Infant-Toddler Pyramid Model, a three-tiered model to promote social-emotional outcomes for infants and toddlers, based on the TPITOS. She was a member of the Federal Advisory Panel on Head Start Research and Evaluation, Division of Early Childhoodâ (TM)s Commission on Recommended Practices, and served as the Editor of Topics in Early Childhood Special Education as well as the boards of numerous scientific journals. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood. David K. Dickinson, Ed.D., Associate Dean for Research and Strategic Initiatives and Margaret Cowan Chair of Education, Peabody College of Education, Vanderbilt University, PMB 230, 230 Appleton Place, Nashville, Tennessee 37203-5721 David K. Dickinson received his doctorate from Harvard University's Graduate School of Education after teaching elementary school in Philadelphia, Pennsylvania while earning his masterâ (TM)s degree at Temple University. For over 30 years, he has studied early language and literacy development among children from low-income backgrounds. Using observational and intervention research, he has sought to understand factors that foster short- and long-term development of language and reading comprehension and to improve the quality of support children receive. He has co-authored the widely used preschool curriculum, Opening the World of Learning (OWL) , co-authored three volumes of The Handbook of Early Literacy Research , authored or co-authored over 100 peer review articles and spoken to practitioner and research audiences around the world. Howard Goldstein, Ph.D., CCC-SLP, is a nationally known scholar in the field of child language intervention research and the author of two books and more than 100 scholarly articles. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for language and reading disabilities. A certified speech-language pathologist and former ASHA Vice President for S...
