updated April2020 Robin O’Leary Education: Ph.D., Educational Psychology Graduate Center at the City University of New York, June 2017 Concentration: Learning, Development and Instruction Specialty: Teaching Reading, Reading Disabilities, Emergent Literacy Dissertation: Do Spellings of Words and Phoneme Awareness Training Facilitate Vocabulary Learning in Preschoolers? Adviser: Dr. Linnea C. Ehri M.Phil., Educational Psychology Graduate Center at the City University of New York, 2013 Concentration: Learning, Development and Instruction M.S., Education, Hunter College, January, 2007 Concentration: Early Childhood Education B.A., English, State University of New York at Binghamton, 1988 Concentrations: Literature, Performing Arts Experience: Hunter College, City University of New York: Clinical Placements Specialist for Childhood Education Programs January 2017 – Present Hunter College, City University of New York: Scholarship Coordinator Teacher Opportunity Corps II – NYSEd My Brother’s Keeper Initiative: CR2 - Clinically Rich and Culturally Responsive May 2017 – Present Teachers College, Columbia University: Adjunct Instructor and Adjunct Assistant Professor Fall 2012, Fall 2013, Fall 2014, Fall 2015, Fall, 2016, Fall 2017, Fall 2019 Health and Behavioral Sciences, Reading Specialist Program Theory and Techniques of Assessment and Intervention in Reading Fall 2018 – Spring 2019 Curriculum Designer, Reading Specialist Program. Contact Dr. Dolores Perin (212) 678-3943 Dr. Susan Masullo New York City Department of Education, Literacy and Academic Intervention Services 2016 – 2018 Assessment and Reporting of Literacy Coaches progress January 2018, Department of English and AIS Professional Development Lecturer: RtI Practice Series – Phonemic Awareness, Phonics, Fluency Contact Esther Klein Friedman Executive Director, Literacy and Academic Intervention Services, Division of Teaching and Learning City College of New York, City University of New York: Adjunct Lecturer 2011, Education Department, Undergraduate Childhood Education Observing Children and Their Development 2012, 2013, 2014, 2015, 2016, 2017 Student Teaching Supervisor Childhood Education, Graduate and Undergraduate Students Childhood Special Education, Graduate and Undergraduate Students Adolescent Special Education, Graduate Students Supervise students within their teaching placements in NYC public schools general education, inclusion classrooms self contained special education settings. lesson planning EdTPA submission. Queens College: Adjunct Lecturer Spring 2014, Fall 2014, Spring 2015, Fall 2015 Secondary Education and Youth Services – Undergraduate program Development and Learning in Middle Childhood and Adolescence Cognition, Technology, and Instruction for Diverse Learners Spring 2015 and Fall 2015 Graduate Program Multiculturalism in Education Hunter College, City University of New York: Adjunct Lecturer 2011, 2012, 2013, 2014, 2015, 2016, 2017 Curriculum and Teaching: Early Childhood Education, Graduate Program Language and Literacy: Birth through Kindergarten Language and Literacy: K – 2nd grade Student Teaching/ Supervised Practicum Department of Educational Foundations & Counseling: Child Growth and Development Universal PreKindergarten (UPK) Scholars program, Summer, 2014, 2015 Child Development: Birth through age 8. Language and Literacy: Birth through Kindergarten Language and Literacy: Kindergarten through 2nd grade Department of Literacy Language and Literacy: Birth through Age 8 Professional Development Presenter for Hunter College Early Learning Center Contact: Ritella Littelier, Director (212) 772-4066 Eisman Day Nursery School – 1794 1st Ave. NY, NY 10128 NYC Administration for Children’s Services (ACS) Child Care/ Head Start Head Teacher, 2004-2009 Director, 2009-2010 Awards: 2014, Jeanne S. Chall Research Fellowship Winner, International Reading Association 2013, Best Paper for Research in Education Award 25th Annual Greater New York Behavioral Conference 2011, CUNY Research Grant Award Conference Presentations: AERA, April 2019 Developing Culturally Responsive Teaching Practices: A Case Study with Undergraduate Teacher Candidates AERA, April 2018 Orthographic Facilitation of Vocabulary Learning in Partial Alphabetic Phase Readers Everyone Reading – Annual Conference on Dyslexia and Related Learning Disabilities March 2019: Phonemic Awareness? What’s Up With That? March 2018: Learning to Read Words by Sight (co-presenter with Linnea Ehri) March 2017: The Relationship between Code-focused Skills and Vocabulary Learning 25th Annual Greater New York Behavioral Conference Research presentation: October 27, 2013 Alphabet Knowledge and Segmentation Training in the Partial Alphabetic Phase: Learning Vocabulary in Preschool Eighth Annual Subway Summit on Cognition and Educational Research Research Presentation: January 23, 2015 Do Spellings of Words and Phoneme Segmentation Training Facilitate Vocabulary Learning in Preschoolers? Reading Rescue Institute Presentation: June, 2015; January, 2016 Experimental Research Based Word Study Publications: O’Leary, R., & Ehri, L. C. (in press). Orthography facilitates memory for proper names in emergent readers. Reading Research Quarterly. O’Leary, R., & Hoover, N. L., (2015). Reading Rescue’s research base: A review of scientific studies supporting assessments and lesson components and research documenting the model’s effectiveness in inner city, high poverty schools. New York: Benedict Silverman Foundation. Retrieved from Reading Rescue Website: https://www.readingrescue.org/our-research/ Skills: Extensive knowledge of Childhood and Early Childhood teaching techniques Extensive research skills Knowledge of research methods, SPSS, R and HLM programs Excellent knowledge of developmental and learning theory Excellent knowledge of current assessment and curricula in Childhood and Early Childhood Certification: NYS Certified Teacher; Early Childhood 0-8yrs Professional License # 868897 .