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Daphne Greenberg


Ph.D. in educational psychology, City University of New York, 1995
M.A. in general psychology, Yeshiva University, 1985
B.A. in psychology, Brandeis University, 1984


Adult literacy


Daphne Greenberg is professor of educational psychology and special education at Georgia State University. Her current research focuses on adults who read below the eighth grade level. She is interested in uncovering their strengths and weaknesses, as well as studying the best instructional approaches for them.

She is currently the principal investigator of the Center of the Study of Adult Literacy (, a national research center on adult literacy funded by the Institute of Education Sciences, U.S. Department of Education. She has received funding from the National Institute of Child Health and Human Development, the National Institute for Literacy, the U.S. Department of Education, the Komen Foundation and the Department of Defense.

Her articles have appeared in journals such as the Scientific Studies of Reading, Journal of Adolescent and Adult Literacy, Journal of Learning Disabilities, Journal of Research on Educational Effectiveness, and Annals of Dyslexia.

She has served on numerous expert panels such as the Institute of Education Sciences Reading, Writing and Language Peer Review Panel, the National Center for Educations Sciences Focus Group on Adult Education and Training Data Collection and the American Institutes for Research Adult ESL Explicit Literacy Study Technical Working Group.

She is a founding member of the Georgia Adult Literacy Advocacy group and the Literacy Alliance of Metro Atlanta. She has tutored native and nonnative English speaking adults and has helped communities organize and develop adult literacy programs.


Greenberg, D. (invited submission for special issue, 2013). Adult literacy: The state of the field. Perspectives on Language and Literacy, Spring, 9-11.

Greenberg, D., Wise, J., Frijters, J., Morris, R., Fredrick, L., Rodrigo, V., & Hall, S. (invited submission for special issue, 2013). Persisters and nonpersisters: Identifying who stays and who leaves from adult literacy interventions. Reading and Writing: An Interdisciplinary Journal, 26, 495-514. doi: 10.1007/s11145-012-9401-8

Pae, H., Greenberg, D., & Morris, R. (2012). Construct validity and measurement invariance of the Peabody Picture Vocabulary Test performance of struggling adult readers. Language Assessment Quarterly, 9, 152-171. doi: 10.1080/15434303.2011.613504. PubMed #613504

Taylor, N., Greenberg, D., Laures-Gore, J., & Wise, J. (2012). Exploring the syntactic skills of struggling adult readers. Reading and Writing: An Interdisciplinary Journal, 25, 1385-1402. doi: 0.1007/s11145-011-9324-9

Greenberg, D., Wise, J., Morris, R., Fredrick, L., Rodrigo, V., Nanda, A., Pae, H. (2011). A randomized-control study of instructional approaches for struggling adult readers. Journal of Research on Educational Effectiveness 4, 101-117. doi: 10.1080/19345747.2011.555288. PubMed #22180789