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.
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.
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.
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.
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.
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.
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.
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.