Susan Brady

Professor

School Psychology

Office: Chafee 406
Phone: 401-874-4258
Email: sbrady@uri.edu

Educational Background

Ph.D. 1975, University of Connecticut
M.A. 1972, University of Connecticut
B.A. 1970, Miami University

Research Interests

Reading acquisition and reading disability, and psycholinguistics developmental psychology.

Professional Interests

Honors and Awards

Selected Publications

Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., North, W., Russo, E., & Wilder, T. D. (2009). First grade teachers\' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes. Reading and Writing: An Interdisciplinary Journal, 22, 425-455.

Brady, S. (2007). Educational recommendations for four boys: Case studies. In Brain Bases of Learning Disorders: The Case of Reading, Eds. K. Fischer and J. Kagan, Harvard Press.

Graduate Student Research

Kilgallen, C. (2009). School Psychologists' Readiness to Implement Response to Intervention Practices, Doctoral Dissertation
Sipala, C. (2009).Studying the Development of Word Recognition Using a Pseudoword Task, Doctoral Dissertation
Smith, T. (2009). The Effect of Teacher Attitudes on Response to Professional Development in Literacy, Doctoral Dissertation
Rollins, I. (2007). Spanish-Speaking Students First Taught to Read in Spanish: Using Spelling Performance to Study the Presence of Orthographic Transfer Effects in Seventh Grade, Doctoral Dissertation
Russell, E. (2002). Examining Predictors of Reading Fluency at Two Levels of Reading Skill, Doctoral Dissertation
Meyer, M. (2001). Effects of Reading Disability in Adolescents on Self Concept and Future Expectations, Doctoral Dissertation
Catone, W. (2000). Teacher Opinions about the Nature and Treatment of Reading Deficits in Adolescents, Doctoral Dissertation
Dietrich, J. (1999). Phonological Representations of Adult Poor Readers: An Investigation of Specificity and Stability, Doctoral Dissertation
Muller, K. (1998). Correlates of Reading Acquisition in a Shallow Orthography, Doctoral Dissertation
Robertson, K. (1997). Phonological Awareness and Reading Achievement of Children from Differing Socio-Economic Status Backgrounds, Doctoral Dissertation
Aguiar, L. (1993). Reading Ability, Vocabulary Acquisition, and Phonological Processes: An Investigation of Vocabulary Acquisition by Skilled and Less-Skilled Readers, Doctoral Dissertation
Stone, B. (1992). Verbal Short-term Memory and Speech Production Abilities in Children with Differential Reading Skill: A Chronological- and Reading-Age Comparison, Doctoral Dissertation
Gipstein, M. (1992). Phonological Awareness in Four- and Five-Year Old Children, Doctoral Dissertation
Futransky, J. (1991). An Evaluation of the Relationship Between Verbal Working Memory and Listening Comprehension, Doctoral Dissertation
Evans, B. (1991). The Role of Working Memory in Phoneme Awareness, Doctoral Dissertation
Rapala, M. (1986). Reading Ability and Short-Term Memory: The Role of Phonetic Processing Skills, Doctoral Dissertation
Pratt, A. (1985). The Relationship of Linguistic Awareness to Reading Skill in Children and Adults, Doctoral Dissertation