I study literacy development from a sociocognitive standpoint. 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 perspective-taking.
I am particularly interested in the cognitive and social strengths that bilinguals develop as a result of their linguistic and cultural experiences, and what these can tell us about (1) how literacy skills affect and are affected by people's interactions with others as well as with texts, (2) how we might alter or expand our notion of literacy to embrace those skills and influences, and (3) what favorable consequences such an expanded notion of literacy could have for pedagogy.
I currently approach these topics 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.
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