Georgia State University
P.O. Box 3979
Atlanta, GA 30302-3979
MAJOR AREAS OF INTEREST:
Webb, M-Y, & Lederberg, A.R. (in press). Measuring phonological awareness in deaf and hard-of-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), 15-30.
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, 206-227.
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, 228-241.
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, 15-30.
Beal-Alvarez, J., Lederberg, A. R., & Easterbrooks, S. R. (2012). Grapheme-phoneme acquisition of deaf preschoolers. Journal of Deaf Studies and Deaf Education. 17(1); 39-60.
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, 277-236.
Lederberg, A. R., & Beal-Alvarez, J. (2011). Expressing meaning: From communicative intent to building vocabulary (pp. 258-275). 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), 467-480.
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), 87-119.
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), 145-163.
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), 44-62.
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), 91-114.
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), 71-86.
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), 239-266.
Sargent, C. S., Borthick, A. F., Lederberg, A. L., & Haardörfer, R. (in press). A low-maintenance approach to improving retention: short on-line tutorials in elementary statistics. Journal of College Student Retention: Research, Theory & Practice, 15(1).
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). 657-679. DOI:10.2308/iace-50001.
Currently Funded Grants
2012-2017 Institute of Education Sciences-US Dept of Education, $10,000,000. Center for 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).
2011-2014 Institute of Education Sciences, $1,616,185, Foundations for Literacy: An Intervention for Young Children Who Are Deaf or Hard of Hearing, Principal Investigator. (Susan Easterbrooks, co- investigator).
2007-2012 Institute of Education Sciences, $663,190, Interdisciplinary Postdoctoral Research Fellowship in Language and Literacy Interventions with Special Populations. Co-Training Director (Rose Sevcik, Co-Training Director).