Assistant Professor
Room: 860 COE
Phone: (404) 413-8335
Email: npterry@gsu.edu
Vita
Department of Educational Psychology & Special Education
Georgia State University
P.O. Box 3979
Atlanta, GA 30302-3979
EDUCATION:
MAJOR AREAS OF INTEREST:
Dr. Terry is a member of the Center for Research on Atypical Development and Learning at Georgia State University and a Research Scientist at Haskins Laboratories at Yale University. Dr. Terry’s researchinterests concern young children with and without learning disabilities whostruggle to acquire language and literacy skills, in particular children from culturally and linguistically diverse backgrounds. Her research considers the cognitive, linguistic, and social factors involved in the development of reading and writing skills among young children. Recent research activities have focused on:
RECENT PUBLICATIONS
Terry, N. P. (2012). Examining relationships among dialect variation and emergent literacy skills. Communication Disorders Quarterly, 33 (2), 67-77. First published on June 15, 2010 as doi:10.1177/1525740110368846.
Terry, N. P. (in press). Dialect variation and phonological knowledge: Phonological representations and metalinguistic awareness among beginning readers who speak nonmainstream American English.
Terry, N. P. & Connor, C.M. (in press). Changing nonmainstream American English use and early reading achievement from kindergarten to first grade. American Journal of Speech Language Pathology.
Terry, N. P., Connor, C. M., Petscher, Y., & Conlin, C. (in press). Dialect variation and reading: Is change in nonmainstream American English use related to reading achievement in first and second grade? Journal of Speech, Language, and Hearing Research.
Williams, R. S., Terry, N. P., & *Metzger, I. (in press). Kid Categories: A comparison of the category productions of LSES and MSES elementary school children. Communication Disorders Quarterly.
Terry, N. P., & Connor, C. M. (2010). African American English and spelling: How do second graders spell dialect-sensitive features of words? Learning Disabilities Quarterly. 33 (3), 199-210.
Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.
Terry, N. P. (2008). Addressing African American English in early literacy assessment and instruction. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 15, 54-61.
Terry, N. P. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907-931.
SELECTED RESEARCH PROJECTS
Learning Disabilities Research Innovation Hub: Understanding Reading and Reading Disabilities in African American Children (2012-2016). National Institute of Child Health and Human Development. (PI with Julie Washington & Mark Seidenberg)
Constructing Two Theory-Based Approaches to Literacy Instruction for Poor Readers Who Speak Non-mainstream American English. (2012-3013). Seed Grant, Area of Focus Initiative in Research on the Challenges of Acquiring Language andLiteracy Georgia State University. (Co-PI, with Julie Washington).
The YMCA-Read Right Project. (2011-2013). The Metro Atlanta YMCA and the Woodruff Foundation (PI, Co-PI with Gary Bingham; Subcontract for Research and Evaluation).
The ER2S-GAP3 Project—Examining the Read Right from the Start GA PreK Professional Development Program. (2009-2012). The Atlanta Speech School, the United Way Metro Atlanta, Smart Start and the Woodruff Foundation (PI, Co-PI with Gary Bingham; Subcontract for Research and Evaluation).
The Quality of Semantic and Orthographic Knowledge in the Lexical Representations of Beginning Readers who use Nonmainstream American English Speakers. (2009-2010). Seed Grant, Area of Focus Initiative in Research on the Challenges of Acquiring Language andLiteracy Georgia State University. (Co-PI with Rihana Mason).
The E-SERF Project—Evaluating the Success of Early Reading First. (2008-2010). The United Way Metro Atlanta, Smart Start and the U.S. Department of Education, Early Reading First Program Grants. (PI; Subcontract for Research And Evaluation).
Policy and Research Implications for the Get Ready to Read! Program in Georgia. (2007-2009). The Goizueta Foundation, The National Center for Learning Disabilities, and United Way Metro Atlanta, Smart Start. (PI; Subcontract for Research And Evaluation).