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

  • Division for Early Childhood, Council for Exceptional Children

    Member 1998-Present

  • Council for Exceptional Children

    Member 1998-Present

  • American Educational Research Association

    Member 1998-Present

  • American Speech-Language-Hearing Association

    Member 2003-Present

Teaching

Scholarly, Creative & Professional Activities

Professional Presentations

International/national:

  • Anderson, A. (2010, June). Drama, literacy and arts integration with students having disabilities. Presentation at the 2010 VSA Arts International Conference, Washington, DC.
  • Anderson, A. (2010, April). Mathematics strategy instruction with elementary students in a tiered intervention program. Presentation at the 2010 Council for Exceptional Children (CEC) Convention and Expo, Nashville, TN.
  • Anderson, A. & Wang, M. (2009, June). The utility of Chinese tone processing skill in detecting children with English reading difficulties. Interactive paper at the Society for the Scientific Study of Reading (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), Council for Exceptional Children (CEC), Minneapolis, MN.
  • Anderson, A. (2008, April). Response-to-intervention math practices in an inclusive first grade class. Presentation at the 2008 Council for Exceptional Children (CEC) Convention and Expo, 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 National Council for the Teaching of Mathematics (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, Division of Early Childhood (DEC), Council for Exceptional Children (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 Society for the Scientific Study of Reading (SSSR), 13th Annual Meeting, Vancouver, British Columbia.
  • Anderson, A., & Battle, A. (2006, January). Self-regulated learning (SRL) and graduate students’ task competence. Presentation at the 28th Annual National Institute on the Teaching of Psychology (NITOP), St. Petersburg, Florida.
  • Anderson, A. (2005, October). Literate language feature use in preschool age children with specific language impairment and typically developing language. Presentation at the 21st Annual International Conference of the Division of Early Childhood (DEC), Council for Exceptional Children (CEC), Portland, Oregon.
  • Anderson, A. (2005, June). Linguistic specificity in preschool age children with and without specific language impairment. Interactive paper at the Society for the Scientific Study of Reading (SSSR), 12th Annual Meeting, Toronto, Canada.
  • Anderson, A. (2005, April). The role of technology in classroom-based Student Assessment of Learning Gains (SALG). Presentation at the 12th Annual Teaching with Technology Conference, University of Maryland, College Park.
  • Anderson, A. (2004, December). Literate language feature use in young children with specific language impairment. Presentation at the 20th Annual International Conference of the Division of Early Childhood (DEC), Council for Exceptional Children (CEC), Chicago, Illinois.
  • Anderson, A. (2003, May). The use of “Read Naturally SE” in classrooms with struggling readers: Technology Presentation.  The International Reading Association (IRA) 26th Annual Conference and Expo, Orlando, Florida.
  • Anderson, A. (2003, February). Integrating your reading program to meet the needs of diverse learners. National Association for Independent Schools (NAIS) International Conference, New York City, New York.
  • Anderson, A. (1991, May). Transformation in the landscape: Evolution to decay. Presentation at the 5th National Conference on Undergraduate Research, California Institute of Technology, Pasadena, California.

Regional:

  • 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 (WPCS) staff development training week, Chester, Pennsylvania.
  • Anderson, A. (2003, October). Integrated arts approaches in early intervention. Fifth Annual Early Intervention/Early Childhood Training Institute, Coordinated by Zero To Three, Gallaudet University, Washington, D.C.
  • Anderson, A. (2002, April). Integrated arts programs in inclusive preschool settings.  Fifth Annual Celebrate Children Conference, Prince Georges County Interagency Early Childhood Committee, Bowie, Maryland.
  • Anderson, A. (2001, April). Conflict and its resolution. Fourth Annual Celebrate Children Conference, Prince Georges County Interagency Early Childhood Committee, Bowie, Maryland.
  • Anderson, A. (1991, May). Senior project exhibition of honors thesis. Case Library, Colgate University, Hamilton, New York.
  • Anderson, A., & Hoeppner, J. (1997, November). The use of “Fast Forward” training in a primary classroom: Pilot data. Cove Conference at the University of Illinois, Chicago.
  • Anderson, A., & Wolk, L. (1990, October). Evolution or revolution: Paintings and mixed media prints. The Creative Arts Gallery, Hamilton, New York.
  • Halstead, S., & Anderson, A. (1993, October). Museum prototypes for experiential museum-based activities. Presentation at the Chicago Children’s Museum, Chicago, Illinois.
  • Schonour, S.J, & Anderson, A. (2003, August). Using “Read Naturally” fluency program. Fairfax County Public School in-service training, Fairfax, Virginia.

Honors, Awards, and Fellowships

  • 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

Journals/manuscripts:

  • Anderson, A. (in press). Linguistic specificity through literate language use in preschool age children with specific language impairment and typical language. Child Language Teaching and Therapy.
  • 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.
  • Anderson, A. (in review). Implementing a system of response-to-intervention in primary mathematics. Journal of Curriculum and Instruction.
  • Anderson, A., Rimbey, K., & Akin, P. (2010). Features and strategies for tier 1-3 instruction in mathematics. PACEC Journal, 49 (1) 4-5.
  • Anderson, A., & Wang, M. (in review). The utility of Chinese tone processing skill in detecting children with English reading disabilities. Journal of Research in Reading.
  • Battle, A., Anderson, A., & Moos, D. (2009). Teachers as reflective practitioners: A study of self-regulated learning in the graduate teacher classroom. Journal for International Society of Teacher Education, 13 (1), 40-53.
  • Wang, M., Anderson, A., Cheng, X., Park, S., & Thomson, J. General auditory, Chinese tone processing,English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children (2008). Reading and Writing: An Interdisciplinary Journal, 21, 627-644.

Other publications:

  • Anderson, A. (2007). Field Based Performance Assessment (FBPA). Quantitative/qualitative instrument for undergraduate and graduate special education program evaluation, Widener University, Chester, PA.
  • Anderson, A. (2001). Training in team collaboration. Prince Georges County Department of Early Childhood Special Education, University of Maryland, College Park.
  • Anderson, A. (1991). Abstract ARS.III.3E. Fifth Annual Conference on Undergraduate Research. California Institute of Technology, Pasadena, CA. 
  • Anderson, A. (1991). Technology in art (cover artist and abstract). J.C.T.: Journal of Education and Communication. University of Wisconsin: Madison, WI.
  • Anderson, A. (1988-1991). Editor-in-chief, Colgate Portfolio, Colgate University, Hamilton, NY.

Grants and Sponsored Research

  • 2010, Grant from U.S. Department of Education/WVSA School for the Arts in Learning (SAIL) and American University for, “Professional development for arts educators”, $190,000.00
  • 2008, Provost’s Grant Award, Widener University for, “Comparative analysis of Chinese tone processing in detecting children with English reading difficulties”, $1368.00.
  • 2008, Widener University Faculty Development Grant Options Award for, "Response-to-intervention math project", $2500.00.
  • 2007, Widener University School of Human Service Professions Faculty Development Award for, "Response-to-intervention math project", $1500.00.
  • 2007, Provost’s Grant Award, Widener University for, “The utility of Chinese tone processing in detecting children with English reading difficulties”, $1346.00.
  • 2004-2006, Graduate Research Assistantship, Department of Human Development, University of Maryland, College Park.
  • 2001-2005, Doctoral Traineeship in early childhood special education, University of Maryland, College Park.
  • 1998-2001, Graduate Research Assistantship, Department of Special Education, University of Maryland, College Park.
  • 2002-2003, Educator Grant, National Association for Arts in Education, Reston, VA, $1000.00.
  • 1993-1994, Graduate Grant in Art Therapy, School of the Art Institute of Chicago, IL.

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