Jessica Bagneris is a 3rd year doctoral candidate at Florida State University, College of Social Work. She completed her MSW at Tulane University with a certification in Child and Family Practice. She has a BA in Psychology with a minor in Child and Family Studies from Baylor University. Overall, her research focuses on underserved communities, specifically minority and low SES populations, among whom are at higher risk for experiencing trauma. She works to understand and intervene on various health related outcomes in underserved communities of color and socioeconomic status, as well as develop, implement, and disseminate interventions to build resiliency and reduce mental health disparities among these communities.
Lexi Bandemer is a Ph.D. student in the Educational Psychology department Learning and Cognition program, as well as a FIREFLIES fellow. She is interested in early language and literacy development and interventions for students at-risk for reading disabilities.
Denisha Campbell is a Ph.D. student in the college of Communication Science and Disorders at Florida State University and a junior researcher under the Triple L (Leadership in Language & Literacy) grant. Her research interests include the impacts of non-mainstream American English on literacy in culturally and linguistically diverse populations, the school to prison pipeline and family engagement for literacy interventions.
Mia Daucourt is a Ph.D. student and Research Assistant who studies reading and math development and their overlap. She focuses her research on understanding the many contextual factors that influence children’s academic achievement and their intersection with biological influences. Mia is interested in building comprehensive multidimensional learning disability identification models using multiple levels of analysis, including genetic, behavioral, cognitive, neurological, and environmental indicators, and advanced quantitative methods.
Christopher DeCamp is a Ph.D. student in Clinical Psychology, as well as a FIREFLIES fellow. Christopher is interested in intervention efficacy, with a specific focus on improving outcomes for children with reading disabilities, as well as executive function's role in academic achievement.
Coretta Doss is a Ph.D. student in Reading Education and Language Arts, as well as an R2D2 fellow. Coretta has an interest in dyslexia and how teacher preparation programs train teachers to work with students with reading disabilities. She is interested in the community and its role in literacy acquisition. Through R2D2, she is also pursuing the Graduate Certificate in Dyslexia at the University of Florida.
Ashley Edwards is a Ph.D. student in Developmental Psychology at Florida State University. Her research focuses on dyslexia and reading development. She is specifically interested in the development of reading fluency. Ashley also has interests in methodology and how the use of advanced statistical methods can aid reading research. Learn more at https://aedwards.netlify.app.
Keisey Fumero is a Ph.D. student in the School of Communication Science and Disorders. Her teaching and research interests focus on child language and literacy development, with specific interests in language and literacy interventions for underserved children and families from culturally and linguistically diverse backgrounds. Additionally, she works part-time as a Spanish-English Bilingual Speech-Language Pathologist for school-age children.
Chelsea Funari is a Ph.D. student in the Educational Psychology program at Florida State University’s College of Education. She is interested in enhancing early elementary teacher practice through factors inside and outside of the classroom, classroom environment and instruction, and building connections between research, schools and staff involved in early elementary students’ education. Her main goal is to help determine how school and community resources can be maximized to enhance teacher practice and student learning.
Miguel Garcia-Salas is a Ph.D. student in the School of Communication Science and Disorders under Dr. Carla Wood, as well as a FIREFLIES fellow. Miguel is interested in exploring family-based reading interventions for children with developmental disabilities. Additionally, he is interested in the literacy development of children from culturally and linguistically diverse backgrounds.
Shayna Harris is a Ph.D. student in Social Work, as well as a FIREFLIES fellow. Before starting the Ph.D. program, she worked in the public school system and higher education. Her research focuses on emotional regulation, empathy, and resiliency development through reading and the influences of trauma and mental health on learning. Shayna has a strong interest in utilizing mixed methods interdisciplinary research to understand the complexities of a child's well-being in the academic setting.
Monique Harris is a Ph.D. student in Reading Education and Language Arts, as well as an R2D2 fellow. She has served as a special educator for twenty years in public schools and is a licensed reading specialist. Monique is interested in equity issues around language, reading instruction, and interventions. Through R2D2, she is also pursuing the Graduate Certificate in Dyslexia at the University of Florida.
James Hernández is a Ph.D. student in the Learning and Cognition Program in the Department of Educational Psychology and Learning Systems at Florida State University. As a former teacher James’ program of research is founded in supporting teachers in adapting their practices to maximize learning. At FCRR, James has contributed to the “Summary of 20 years of Research on the Effectiveness of Early Literacy Curricula and Instructional Practices." He has also assisted on the “Prekindergarten and Kindergarten Language and Vocabulary Project," a professional development state-wide coach and teacher training in both Mississippi and Florida. He is interested in innovative schools, classroom management, adaptive education, and assessment design.
Kiana Hines is a Ph.D. student in the School of Communication Science and Disorders, as well as a FIREFLIES fellow. Before starting the Ph.D. program, Kiana worked as a bilingual school-based Speech-Language Pathologist (SLP) in Atlanta, GA where she served culturally and linguistically diverse students. Kiana is interested in identifying and improving language and reading difficulties in English Language Learning Students.
Rachelle Johnson is a Ph.D. student in Developmental Psychology, as well as a FIREFLIES fellow. Rachelle’s goal is to further our understanding and support of students with learning disabilities. Her research focuses on the role psychological factors, particularly motivation, play in the academic achievement of students with learning disabilities.
Shaylyn King is a Ph.D. student in the School of Communication Science and Disorders, as well as a FIREFLIES fellow. She is interested in contextual factors that influence language development, literacy skills of linguistically diverse and vulnerable populations, cultural dialect, and policy related to reading and special education. Shaylyn has previous work experience as a school-based Speech-Language Pathologist in Title 1 schools in Central Florida.
Victor A. Lugo is a Ph.D. student in Communication Science and Disorders and a Triple L: Leadership in Language and Literacy fellow. Victor studies the intersection of teacher activism, education policy, and student achievement in U.S. public schools. He also has experience studying team science as well as language and literacy assessment and intervention for school-age students.
Nancy Marencin is a Ph.D. student in Reading Education and Language Arts, as well as an R2D2 fellow. She is an ASHA Certified Speech Language Pathologist, Certified Wilson Dyslexia Therapist, and Board Certified Telepractice Specialist. Through R2D2, she is also pursuing the Graduate Certificate in Dyslexia at the University of Florida. Nancy completed her graduate studies in Communication Sciences and Disorders at Georgia State University, where she was a fellow in the inaugural Leadership and Education in Neurodevelopmental Disorders (LEND) program through the Maternal Child Health Bureau.
Addie McConomy is currently a doctoral candidate in Special Education at Florida State University. Prior to enrolling in this program, she worked as a classroom teacher and district professional development trainer for 9 years. Addie earned her B.S. from the University of South Florida in Special Education and is a National Board Certified teacher. Addie is supported by Project RAISE (Research-based Academic Interventions for Students with Extensive Support Needs). Her area of research interest is the implementation fidelity of high-leverage and evidence-based practices in classroom settings. She is originally from South West Florida and enjoys visiting state parks with her family.
Michael P. Mesa is a Ph.D. in the Educational Psychology and Learning Systems program at FSU, where he also earned his M.S. and a certificate in Measurement and Statistics. He received his bachelor’s degree in Psychology with a minor in Statistics from Florida International University. His research interests include examining the role of classroom management, peer effects, and culturally relevant pedagogy in effective instruction. Michael is a recipient of the 2017-2018 Outstanding Teaching Assistant Award.
Cynthia Norris is a Ph.D. student in Developmental Psychology, as well as a FIREFLIES fellow. Before starting the Ph.D. program, she worked in the field of public health. Her research focuses on individual differences in reading development and the contextual environmental and genetic factors influencing learning. Cynthia has a strong interest in using quantitative methods and interdisciplinary research to understand problems in achievement.
Youngmin is a Ph.D. student at the Department of Educational Psychology in the Learning and Cognition program. She was an elementary school teacher in Seoul of Korea before starting her Ph.D degree. She is interested in elementary students' reading development and reading intervention to facilitate their reading for understanding.
Rhonda Raines is a Ph.D. student in Reading Education and Language Arts, as well as a R2D2 fellow. She is also a licensed reading specialist in the state of Virginia and certified in Orton Gillingham through the Association of Orton Gillingham Practitioners and Educators. She completed her graduate studies in Reading Education at the University of Lynchburg. Rhonda’s experience includes working as a reading specialist with students at both the elementary and middle school levels, providing specialized intervention for students with dyslexia, and teaching preservice teachers methods of reading instruction. Through R2D2, she is also pursuing the Graduate Certificate in Dyslexia at the University of Florida.
Anne Reed is a Ph.D. student in Communication Science and Disorders, as well as a FIREFLIES fellow. Before starting the Ph.D. program, she worked as a speech-language pathologist (SLP) in public and private schools. She also worked at a specialized school for learners with dyslexia. Anne's research interests include therapy dosage and intensity on reading outcomes, stakeholders' awareness of speech sound norms, and types of reading intervention and future eligibility for Special Education.
Valeria M. Rigobon is a graduate student in the developmental psychology doctoral program at FSU, with an interdisciplinary research focus in reading and spelling development among bilingual students, including those who may be at risk for reading difficulties. She is interested in exploring the word-level features (e.g., a word's shared roots between Spanish and English) and person-level features (e.g., a person's languages of proficiency, general reading ability) that contribute to a student's spelling success and acquisition of other important literacy skills. Her research and studies are supported by the National Institute of Child Health and Human Development (NICHD) for mentees in the field of developmental research and the Florida Education Fund's McKnight Pre-Doctoral Fellowship for students of underrepresented backgrounds pursuing higher education in Florida.
Dana Santangelo is a second-year Ph.D. student in developmental psychology working with Dr. Chris Schatschneider. She graduated from Florida State University in 2020 with a Bachelor of Science degree in psychology. Currently, Dana's research interests are reading anxiety and reading motivation, K through 3 reading development, and rapid automized naming. Her long-term career goals are to work in as a reading researcher in either an academic or non-profit organization.
Jeffrey Shero is a Ph.D. student in the developmental psychology program under Dr. Sara Hart. He is interested in the genetic and environmental influences that impact learning and development, quantitative methodologies, and translating research to policy.
Deborah Slik is a Ph.D. student in Reading Education and Language Arts, as well as a FIREFLIES fellow. Prior to entering the Ph.D. program, she taught special education. Over the years she has taught in multiple states, and she currently holds a Florida teaching certificate with reading and ESOL endorsements. Deborah’s teaching experience ranges from preschool through high school. Her research interests are in reading intervention and early childhood literacy.
Rebecca Summy is a Ph.D. student in the School of Communication Science and Disorders, as well as a FIREFLIES fellow. Before starting the Ph.D. program, Rebecca worked as a school-based Speech-Language Pathologist (SLP) in Chicago and Nashville. Rebecca is interested in early identification of students with language and reading difficulties, as well as the role of the SLP in improving reading outcomes for students with language and reading disabilities.
Christy Timm Fulkerson is a Ph.D. student in the Communication Science and Disorders program. She is a Leadership in Language & Literacy (Triple L) fellow and a certified speech-language pathologist with prior experience working with preschool and elementary school students. Her research interests include language and literacy development in culturally and linguistically diverse students, as well as risk and resilience factors related to reading.
Jennifer Todd is a Ph.D. student in Reading Education and Language Arts, as well as an R2D2 fellow. She is focusing on reading disabilities and dyslexia. Jennifer completed her undergraduate degree and master’s degree at FSU, focusing on Elementary Education and Reading/Language Arts. Before starting her Ph.D., she worked as a General Education teacher in Leon County, FL. Jennifer’s research interests include early reading intervention and bridging the gap between research and classroom practices. Through R2D2, she is also pursuing the Graduate Certificate in Dyslexia at the University of Florida.
Michelle Torres-Chavarro is a Ph.D. student in the School of Communication Science and Disorders and a Spanish/English bilingual Speech-Language Pathologist for school age children. Her teaching and research interests focus on training and program development for educators working with bilingual populations and child language and literacy development, with specific interests in family based language and literacy interventions for families from culturally and linguistically diverse backgrounds.
Christine White is a Ph.D. student in Developmental Psychology and a FIREFLIES fellow. She earned her undergraduate degree in Psychology at the University of Wisconsin-Madison. Her research interests include the cognitive skills underlying reading ability and innovative experimental/statistical design. She is particularly interested in the development of predictive, concise, and equitable screening measures for early identification of reading difficulties.
Sarah Wood M.S. is a doctoral candidate in the Developmental Psychology graduate program at Florida State University. Her main research focus is on improving the identification and treatment of dyslexia through advanced statistical methods and assistive technology (i.e., text-to-speech/read-aloud tools). Additionally, she is interested optimizing technology to assist students with academic material.