I study the development of sociocognitive models and their role in children's literacy skill development. Much of my current work explores one aspect of that development in particular: how children and youth, especially those from multilingual backgrounds and in urban contexts, learn to acknowledge, understand, and explain others’ points of view—how they learn to engage in the perspective taking crucial to crafting written persuasive arguments.
I am particularly interested in (1) how students from linguistically and culturally diverse backgrounds draw on and deploy sociocognitive models in argument in ways that are distinctively shaped by those backgrounds, (2) what experiences support students’ deep literacy skill development, (3) how the social and cognitive aspects of models develop through childhood and into adolescence, and (4) how children can be encouraged to use models to enhance and strengthen their literacy skills, across different genres and content areas.
I currently explore these topics in several ongoing projects, using mixed methods educational research techniques and lab-based psychological experiments. In addition to those interests, I also investigate issues in applied psycholinguistics, intervention/design-based implementation research, and the philosophy of science that intersect with them.