I am an Associate Professor in the Department of Speech-Language Pathology at Seton Hall University. I have more than 12 years of experience as a Speech-Language Pathologist. I enjoy teaching students at the undergraduate and graduate levels and use a variety of approaches to classroom and online instruction including collaborative group work, applied projects, real life examples from clinical practice and critical analysis of educational policies and procedures for Speech-Language Pathologists in school settings. I currently teach Research Methods 1 and 2, and School Age Language and Literacy Disorders to graduate students, and Phonetics in an online format for undergraduate and non-matriculated students.
I worked as a school-based speech-language pathologist for five years for the New York City Department of Education. During that time, I had the opportunity to work with many children with language-based learning disabilities, and I decided to change the direction of my career toward studying how to improve academic outcomes for this population.
Currently, I am the Director of the Reading, Oral Language and Writing Lab (ROW-Lab) at Seton Hall University, where I study the development of and relationships among reading, oral language and writing abilities in children with and without language difficulties. The focus and mission of the lab is to identify interventions for children at risk for academic failure, and we currently have several exciting projects toward that goal. Current projects include studies of the writing process performance in children with and without language disorders and developmental differences among intermediate grade students.
- Ph.D., Arizona State University
- M.S., Teachers College, Columbia University
- B.S., New York University
"Global coherence in younger and older adults: Influence of cognitive processes and discourse type "
Aging, Neuropsychology, and Cognition: A Journal on Normal and Dysfunctional Development, 21(2), 174-196, Routledge., February 2014
"A structural equation model of the writing process in typically-developing sixth grade children"
Reading and Writing: An Interdisciplinary Journal, 26(6), 941-966, Springer., June 2013
"Evaluating measures of global coherence ability in stories in adults"
International Journal of Language & Communication Disorders, 48(3), 249-256, May 2013
School-Age Language Development: Application of the Five Domains of Language across Four Modalities
School-age language development: Application of the five domains of language across four modalities. In N. Capone-Singleton & B.B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications, Second Edition (pp. 215-229). Burli, April 2013
Comparison of narrative and expository writing students with and without language-learning disabilities
Language, Speech, and Hearing Services in Schools, 43(4), 395-409, October 2012
- The Effect of Tier 2 Intervention for Phonemic Awareness in a Response-to-Intervention Model in Low-Income Preschool Classrooms, "Language, Speech and Hearing Services in Schools," 40(2), 116- 130, April 2009
- Recipient of the Researcher of the Year Award for the School of Health and Medical Sciences - Division of Health Sciences, from the Office of Grants and Research Services at Seton Hall University, awarded on February 12, 2013
- Recipient of the Archbishop John J. Myers Outstanding Educator Award in Health Sciences, awarded at the May 19, 2012, School of Health and Medical Sciences Graduate Commencement
- American Speech-Language-Hearing Foundation, 2011 Research Grant for New Investigators, Writing Process Performance in Children with and without Language Learning Disabilities, $5000