Profile

Alida Anderson

Associate Professor
School of Education, Teaching and Health

  • Alida Anderson received her PhD in special education from the University of Maryland, College Park. Research and teaching interests include language development and literacy acquisition in diverse populations. Anderson's dissertation research focused on development of literate oral language by preschool age children with language impairments and typical language. Currently, Anderson examines relationships between cross-linguistic features and reading ability in school age monolingual and bilingual English and Chinese speakers with reading disabilities. Another area of research has been in the development and implementation of a response-to-intervention mathematics practice for teaching place value and number concepts to primary grade students with diverse language and learning needs in distressed urban school settings. A recent research interest is in developing arts integration programs serving students with disabilities. Recent presentations have included papers at international conferences of the Society for the Scientific Study of Reading, the Council for Exceptional Children, VSA Inernational, and the National Council of Teachers of Mathematics.
  • Degrees

    PhD, Special Education, University of Maryland, College Park, MD
    MA, Learning Disabilities, Northwestern University, Evanston, IL
    BA, Art/Art History and Asian Studies, Colgate University, Hamilton, NY
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Partnerships & Affiliations

  • Association for American University Women

    Member 1991-Present

  • Learning Disabilities Association, Maryland, Illinois, and Pennsylvania Chapters

    Member 1995-Present

  • American Educational Research Association

    Member 1998-Present

  • Council for Exceptional Children

    Member 1998-Present

  • Division for Early Childhood, Council for Exceptional Children

    Member 1998-Present

  • American Speech-Language-Hearing Association

    Member 2003-Present

Teaching

Scholarly, Creative & Professional Activities

Honors, Awards, and Fellowships

2013   June, Faculty Summer Research Award, School of Education,Teaching and Health  

 

2013   June, Merit Award, School of Education, Teaching and Health

 

2013   April, Education Award (1st place) for Berry, K., & Anderson, A. (2013, April).Teacher´s speech acts in elementary arts integrated and conventional language arts contexts. The George Washington University's Research Days. Washington, DC.

 

2012   June, Faculty Summer Research Award, School of Education, Teaching and Health

 

2012   June, Merit Award, School of Education, Teaching and Health

 

2011   June, Faculty Summer Research Award, School of Education, Teaching and Health

 

2011   May, Merit Award, School of Education, Teaching and Health

 

2011   February, International Travel Award to present at the British Dyslexia Association

 

2010   June, Faculty Summer Research Award, School of Education, Teaching and Health

 

2010   May, Merit Award, School of Education, Teaching and Health

 

2009   Merit Award (Tier 1) for promotion and tenure, Widener University, Chester, PA. 2008 Editorial citation, in B. Otto, Literacy development in early childhood:   Reflective teaching for birth to age eight. Pearson Education: Upper Saddle River,NJ.

 

2008   Super Merit Award for promotion and tenure, Widener University, Chester,PA.

 

2007   Merit Award (Tier 1) for promotion and tenure, Widener University, Chester, PA.

 

2007   Service Learning Fellowship Award, Widener University, Chester, PA.

 

2006   Outstanding Teaching Assistant Award, Center for Teaching and Learning, University of Maryland,College Park.

 

1997   Outstanding Mentor Award, Leukemia Society Team-In-Training, Chicago, IL.

 

1993   Volunteer Achievement Award, Chicago Children’s Museum, IL.

 

1991   High Honors, Art/Art History Department, Colgate University, Hamilton, NY.

 

1991   University Graduation Honors, Colgate University, Hamilton, NY.

 

1988-1991 Dean’s Award, Colgate University, Hamilton, NY.

 

1988   Cobb Fellowship for Student Leadership, Colgate University, Hamilton, NY.

 

1987   Visual Arts Award, Sidwell Friends School, Washington, DC.

 

 

 

Selected Publications

Refereed Articles

 

Anderson, A., & Berry, K. (in press). The influence of classroom drama on teachers’ language and students’ on-task behavior. Preventing School Failure. 

 

Anderson, A., & Loughlin, S.M. (2014). The influence of classroom drama on English learners’ academic language use during English language arts lessons. Bilingual Research Journal, 37(3), 1-24

 

Anderson, A., & Berry, K.A. (2014). The influence of drama on elementary students’ written narratives and on-task behavior. Learning Disabilities: A Multidisciplinary Journal, 20(3), 143-157.

 

Anderson, A., Lin, C., & Wang, M. (2013). Prosodic sensitivity to native and novel language in children with and without dyslexia. Dyslexia, 19(2), 92-112.

 

Anderson, A. (2013). A practical guide to early numeracy instruction for general and special educators. Journal of Education and Training Studies, 1(1), 1-10. 

 

Anderson, A. (2012). The influence of process drama on elementary students’ written language. Urban Education, 47(5), 959–982.

 

Anderson, A., & Wang, M. (2012). The utility of Chinese tone processing skill in detecting children with English reading disabilities. Journal of Research in Reading, 35(3), 227-250.

 

Anderson, A. (2011). Linguistic specificity through literate language use in preschool age children with specific language impairment and typical language. Child Language Teaching and Therapy, 27(1), 1-15.

 

Anderson, A., Rimbey, K., & Akin, P. (2010). Features and strategies for tier 1-3 instruction in mathematics. PACEC Journal, 49, 4-5.

 

Anderson, A. (2009). Talking and writing to learn mathematics: Instruction with tier two and tier three primary students with learning and developmental disabilities. PACEC Journal, 48, 6-8.

 

Battle, A., Anderson, A., & Moos, D. (2009). Teachers as reflective practitioners: A study of self-regulated learning in the graduate teacher classroom. Journal of the International Society for Teacher Education, 13 (1), 40-53.

 

Wang, M., Anderson, A., Cheng, X., Park, S., & Thomson, J. (2008). General auditory, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing: An Interdisciplinary Journal, 21, 627-644.

 

Books:

 

Anderson, A. (Ed.), (in press). Arts integration and special education: An inclusive theory of action for student engagement. New York, NY: Routledge. 

 

Book chapters:

 

Anderson, A. (in press). Inclusive arts integration interventions: Evidence of engagement in learning. In G. Humphries (Ed.), Arts integration and education. Intellect.

 

Anderson, A. (in press). Arts integration as a contextualized language learning environment. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge.

 

Anderson, A. (in press). A theory of action for understanding how and why AI functions as a learning context. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge.  

 

Bosch, C., & Anderson, A. (in press). Process drama and social studies. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge. 

 

Crockett, J., Berry, K., & Anderson, A. (in press). Where we are now? Arts integration and special education. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge. 

 

Davis, R., & Anderson, A. (in press). Dance/movement arts integration and mathematics. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge. 

 

Loughlin, S.M., & Anderson, A. (in press). Arts integration research and practice yesterday and today: Lessons learned. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge. 

 

Nagy, K., & Anderson, A. (in press). Film arts integration and literature study: Influences on engagement. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement. New York: Routledge. 

 

Anderson, A. (2012). Exploring the relationship between stress sensitivity, phonemic processing, and reading skill in children with and without dyslexia. In T. Long & L. Eifert (Eds.), Speech processing and auditory processing disorders: Causes, diagnosis and treatment. Nova. ISBN: 978-1-61470-844-5.

 

 

 

 

 

 

 

Professional Presentations

Anderson, A., Berry, K., & Loughlin, S.M. (2014, April). The influence of drama on elementary students’ oral narrative skill and on-task behavior. Presentation at the 2013 AERA Annual Meeting, Philadelphia, PA.

 

Berry, K., & Anderson, A. (2014, April). Behavioral engagement of students with language-based learning disabilities in elementary arts integrated and conventional language arts contexts. Presentation at the 2014 CEC Convention, Philadelphia, PA.  

 

Anderson, A., Nagy, K., & Davis, R. (2013, August). Demonstrations of practice using arts integration in special education: Voices from the field. Panel presentation at the Arts Education and Special Education Conference, John F. Kennedy Center for the Performing Arts.

 

Anderson, A., Loughlin, S., & Berry, K. (2013, August). Classroom drama as a contextualized language-learning environment. Research presentation at the Arts Education and Special Education Conference, John F. Kennedy Center for the Performing Arts.

 

Anderson, A., Loughlin, S., & Berry, K. (2013, April). The influence of dramatic arts integration on teacher and student language in language arts contexts. Presentation at the 2013 AERA Annual Meeting, San Francisco, CA.

 

Loughlin, S., Anderson, A., & Berry, K. (2013, April). Reading between the lines: Classroom discourse and academic rigor in traditional and drama-integrated language arts. Presentation at the 2013 AERA Annual Meeting, San Francisco, CA.

 

Anderson, A., Loughlin, S., & Berry, K. (2013, April).  Influence of process drama on elementary students’ oral and written language. Presentation at the 2013 CEC Convention, San Antonio, TX.  

 

Berry, K., & Anderson, A. (2013, April). Teachers’ speech acts in elementary arts integrated and conventional language arts contexts. Presentation at the 2013 CEC Convention, San Antonio, TX, April.  

 

Anderson, A., Lin, C., & Wang, M. (2012, July). Native and novel language stress processing in children with and without dyslexia. Society for the Scientific Study of Reading (SSSR) Annual Meeting, Montreal, Canada.

 

Anderson, A. (2012, April). Creative movement and dance arts integration in literacy learning contexts. Presentation at the American Educational Research Association (AERA) Annual Meeting, Vancouver.

 

Anderson, A. (2012, April). Influence of process drama on elementary students’ oral and written language. Presentation at the 2012 Council for Exceptional Children (CEC) Convention, Denver, CO.  

 

Anderson, A. (2012, April). Components of a standards-based numeracy intervention curriculum: Guidance from the field. Presentation at the 2012 CEC Convention, Denver, CO.  

 

Anderson, A., Lin, C., & Wang, M. (2011, June). Stress sensitivity in children with and without dyslexia. British Dyslexia Association Annual Conference, Harrogate, UK.

 

Anderson, A., & Krakaur, L. (2011, April). Drama as a mediator of linguistic specificity. Presentation at the AERA Annual Meeting, New Orleans, LA. 

 

Anderson, A., & Akin, P. (2011, March). Implementing RtI to teach number concepts to students with learning disabilities. Kansas State Department of Education, Special Education Services Team/Technical Assistance for Excellence in Special Education (TAESE), Wichita, KS. Available at: http://www.cvent.com/events/numeracy-conference-for-administrators/custom-17-5003171587e74588b6b3a5298dfb32f5.aspx

 

Anderson, A., & Krakaur, L. (2010, April). Integrated arts approaches in education: Dramatic arts as a mediator for literacy learning. Proceedings of the 2010 International VSA Education Conference. Available at: http://www.vsarts.org/x6742.xml

 

Anderson, A. (2010, April). Mathematics strategy instruction with elementary students in a tiered intervention program. Presentation at the 2010 CEC Convention, Nashville, TN.  

 

Rimbey, K., & Anderson, A. (2010, April). Response to intervention (RTI) for teaching number concepts and operations to struggling grades K–4 students. Presentation at the Annual Meeting of the National Council for the Teaching of Mathematics (NCTM), San Diego, CA.  

 

Anderson, A., & Wang, M. (2009, June). The utility of Chinese tone processing skill in detecting children with English reading difficulties. Interactive paper at the SSSR 19th Annual Meeting, Boston, MA.  

 

Anderson, A. (2008, October). An implementation model for response-to-intervention math practices in primary settings. Presentation at the 24th Annual International Conference on Young Children with Special Needs and Their Families, Division of Early Childhood (DEC), CEC, Minneapolis, MN.  

     

Anderson, A. (2008, April). Response-to-intervention math practices in an inclusive first grade class. Presentation at the 2008 CEC Convention, Boston, Massachusetts.

 

Anderson, A., & Rimbey, K. (2008, April). Response-to-intervention (RTI) practices for teaching number concepts and operations in inclusive primary grades. Presentation at the Annual Meeting of the NCTM, Salt Lake City, Utah.   

 

Battle, A., Anderson, A., & Moos, D. (2008, April). Teachers as reflective practitioners: A study of self-regulated learning in the graduate teacher classroom. Presentation at the 28th Seminar of International Society for Teacher Education (ISTE), University of New England, Armidale, NSW, Australia. 

 

Anderson, A., & Akin, P. (2007, October). Response-to-intervention math practices in an inclusive first grade classroom. Presentation at the 23rd Annual International Conference on Young Children with Special Needs and Their Families, DEC, CEC, Niagara Falls, Ontario. 

 

Battle, A., Anderson, A., & Moos, D. (2007, October). Self-regulated learning in the graduate classroom: Student and instructor perceptions. Presentation at the 5th Biennial Meeting for the Society for the Study of Human Development (SSHD), Pennsylvania State University, State College. 

 

Anderson, A., Moos, D., & Battle, A. (2007, January). A mixed method action research approach to teaching in psychology. Participant Idea Exchange Session at the 29th Annual National Institute on the Teaching of Psychology (NITOP), St. Petersburg, Florida.  

 

Anderson, A., & Wang, M. (2006, July). The utility of Chinese tone processing skill in detecting children with English reading difficulties. Interactive paper at the SSSR 13th Annual Meeting, Vancouver, BC.

 

Anderson, A., & Battle, A. (2006, January). Self-regulated learning (SRL) and graduate students’ task competence. Presentation at the 28th Annual NITOP, St. Petersburg, Florida. 

 

 Invited regional lectures: 

 

Anderson, A. (2013, October). Arts education and exceptionality: A theory of action. Keynote presented at the Larissa Gerstel Symposium, American University, Washington, DC.

 

Berry, K., & Anderson, A. (2013, April). Teachers' speech acts in elementary arts integrated and conventional language arts contexts. Poster presented at The George Washington University's Research Days. Washington, DC.

 

Anderson, A., & Akin, P. (2011, March). Implementing RtI to teach number concepts to students with learning disabilities. Kansas State Department of Education, Special Education Services Team/Technical Assistance for Excellence in Special Education, Wichita, Kansas.

 

Anderson, A. (2010, April). Mathematics error types and analysis. Math Learning Circles presentation to the Washington VSA School for the Arts in Learning teaching faculty.  

 

Anderson, A. (2007, October). Fostering oral language development in primary classrooms (K-3). Training for the Delaware County Reading Council/Delaware County Intermediate Unit, Springfield, Pennsylvania. 

 

Anderson, A. (2007, August). Introduction to Digi-Block and mathematics methods in the primary grades. Workshop for Widener Partnership Charter School staff development training week, Chester, Pennsylvania.

 

Schonour, S.J, & Anderson, A. (2003, August). Using “Read Naturally” fluency program. Fairfax County Public School in-service training, Fairfax, Virginia.  

 

Grants and Sponsored Research

2010   Sub-contract from U.S. Department of Education/WVSA School for the Arts in Learning, Principal Investigator, “Professional development for arts educators”, $190,000.00, May.

 

2011   Faculty Research Support Grant, American University, Principal Investigator, “Exploring the relationship between stress sensitivity, phonemic processing, and reading skill in children with and without dyslexia”, $9,900.00, February 17. 

 

2011   Mellon Grant, American University, Principal Investigator, “Stress sensitivity and reading”, $1500.00, January 10.

 

2010   Bridges to Collaboration Grant, College of Arts and Sciences, American University, Principal Investigator, “Using creative drama to foster literacy skill development”, $3,500.00, June 12.

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