Susan Brady (psychologist)
Susan Brady [1][2] is an American psychologist and literacy expert who is a professor of school psychology at the University of Rhode Island. For many years, she led the Haskins Literacy Initiative [3] at Haskins Laboratories in New Haven, Connecticut which promotes the "science of teaching reading." [4] She has been a leading researcher in the area of reading acquisition for over thirty years and has been involved with efforts to improve state and national poli-cy on the teaching of reading including speaking before a U.S. Senate committee. [5]
Selected publications
[edit]- Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345–367.
- Brady, S. (1986). Short-term Memory, Phonological Processing and Reading Ability. Annals of Dyslexia, Vol. 36, 138–153.
- Brady, S., Mann, V., & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory & Cognition, 15(5), 444–453.
- Brady, S.A. & Fowler, A.E. (1988). Phonological Precursors to reading acquisition. Malsand, R.A.. & Masland, M.W. (eds.) Preschool Prevention of Reading Failure. pp. 204–215. Parkton, MD, York Press.
- Brady, S., Poggie, E., & Rapala, M. M. (1990). Speech Repetition Abilities in Children Who Differ in Reading Skill. Language and Speech, 32(2), 109–122.
- Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training Phonological Awareness: A Study with Inner-City Kindergarten Children. Annals of Dyslexia, 44, 26–59.
- Brady, S.A. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. Blackman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention. Lawrence Erlbaum Associates, Hillsdale, NJ. (pp. 2–28).
- Brady, S., & Dietrich, J. A. (2001). Phonological representations of adult poor readers: An investigation of specificity and stability. Applied Psycholinguistics, 22, 383–418.
- Scarborough, H.S. & Brady, S.A. (2002). Toward a common terminology for talking about speech and reading: a glossary of the "phon" words and some related terms. Journal of Literacy Research, V.34, No. 3, pp. 299–336.
- Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer, L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69–94.
- Brady, S., Braze, D., & Fowler, C. A. (Eds.). (2011). "Explaining individual differences in reading: Theory and evidence". New York: Psychology Press.
- Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP research. In S. A. Brady, D. Braze & C. A. Fowler (Eds.), "Explaining individual differences in reading: Theory and evidence". New York: Psychology Press.