Fall 2013 at St. Bonaventure University:
Dissertation Research: Relationship Among Reading Self-Efficacy, Reading Anxiety, Internalizing Problem Behaviors and Reading Comprehension Performance
I joined the St. Bonaventure University School of Education faculty in the fall of 2013 as an Assistant Professor of Reading/Literacy. This fall, I teach READ 560: Literacy in the Content Areas at St. Bonaventure University's Buffalo Center Campus in Hamburg, READ: 525: Problems of Literacy in the Secondary Schools on-campus, and READ 501: Theories and Foundations of Literacy online.
Prior to joining the St. Bonaventure community, I was a doctoral student studying Educational Psychology with a Specialization in Language and Literacy at Michigan State University where I served as a research assistant for the College of Education's Cognitive Development Lab, an editorial assistant for the Journal of Literacy Research, a graduate instructor of undergraduate teacher education courses, and a graduate instructor of Master's literacy courses for Michigan State University's Master's program in Teaching and Curriculum. I also volunteered at St. Thomas Aquinas school assisting their reading specialist in administering reading assessments for grade K-8 students and volunteered with my therapy dog at the East Lansing Public Library and Mt. Hope Elementary School where we sat with and encouraged young children as they read books aloud.
Before beginning my doctoral studies, I completed my Master’s degree in Teaching English to Speakers of Other Languages (TESOL) at the Monterey Institute of International Studies. Midway through my Master’s program, I served in the U.S. Peace Corps as a teacher of English at Chengdu University in Sichuan Province, China for two years. My teaching experience in China served as my TESOL Master’s practicum and continues to inform my views, practices, and goals for literacy education, especially as related to culturally and linguistically diverse literacy learners.
My dissertation research concerned the relationships between cognitive and affective factors and reading comprehension performance among elementary students. Specifically, I examined the relationships between reading self-efficacy, reading anxiety, internalizing problem behaviors, and reading comprehension performance in grades 4 and 5 students.
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