Andrea Debruin-Parecki - Developing Early Comprehension: Laying the Foundation for Reading Success

Andrea DeBruin-Parecki, Ph.D., Principal Research Project Manager, Educational Testing Service Early Childhood Research and Assessment Center, Princeton, New Jersey 08541

Dr. DeBruin-Parecki, a graduate of the Combined Program in Education and Psychology, University of Michigan, is recognized for her work in early and family literacy. She has written multiple books and articles and consistently presents at national conferences. As Senior Fulbright Specialist in Guatemala, she worked with teachers of young children. Her work has been in diverse communities, establishing effective literacy-related programs that positively affect families, teachers, and schools. She has worked directly with teachers through professional development, making positive, research-based changes resulting in more effective literacy instruction. She has authored two noted assessments: Early Literacy Skills Assessment (ELSA; High/Scope Press, 2004) and the AdultChild Interactive Reading Inventory (ACIRI; available from Paul H. Brookes Publishing Co.). Her current research examines strategy instruction to promote young childrens comprehension development and state and U.S. territory early literacy learning standards.

Anne van Kleeck, Ph.D., CCC-SLP, Professor and Callier Research Scholar, Callier Center for Communication Disorders, School of Behavioral and Brain Sciences, University of Texas at Dallas, Dallas, Texas 75235

Dr. van Kleecks research focuses on language and emerging literacy skills in children with language impairments as well as the broader group of children who are at risk academically. Some specific areas of interests include parents language socialization processes in the home that provide their young children with foundations for later literacy and academic success and issues related to language assessment in the preschool population. Her most recent work focuses on what she refers to as the academic talk register in preschoolers and its importance to later academic achievement. Dr. van Kleecks previous publications include several edited books, nearly 50 peer-reviewed journal articles, and 25 book chapters. She has given several hundred invited and peer-reviewed presentations nationally and internationally.

Sabra Gear, Ph.D., Senior Lecturer, Department of Communication Disorders and Special Education, Darden College of Education, Old Dominion University, Norfolk, Virginia 23529

Dr. Gear teaches special education core courses: educational and diagnostic assessment, instructional methods, individual educational programming, directed field experience, collaboration, and transitions. Before teaching at Old Dominion University (ODU), she taught diverse learners in Grades pre-K12, general and special education in public school, treatment programs, home-based instruction, and adult basic education. She has authored and coauthored book chapters and articles; has presented at international, national, and regional conferences; and is a member of the Council for Exceptional Children, including special interest divisions, and a member of the National Head Start Association. She is a reviewer for National Head Start Association Dialog. She is a contributing author and researcher for the Virginia Early Childhood Policy Center and the Teacher Immersion Residency Program at ODU. Her research goals include teacher and parent education to improve outcomes for children with disabilities.