Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.
I received my PhD in educational psychology from the University of Toronto, my MHSc in speech-language pathology from the University of Toronto and my BASc in child studies from the University of Guelph.
Prior to joining Laurier, I was an assistant professor in the Psychology Department at Grand Valley State University. Between my Masters and PhD, I worked as a speech-language pathologist in a school board.
The primary focus of my research career has dealt with the relationship between oral and written language development in a wide variety of individuals including individuals with learning disabilities. Currently, the majority of my research examines reading in individuals who speak English as a second or additional language. This research program includes a range of studies from the analysis of the correlates of word reading to the examination of factors related to reading comprehension. My research embodies a developmental perspective, as I have conducted research with preschoolers, elementary school-aged children from kindergarten to sixth grade, high school students and university undergraduate students in a range of longitudinal and concurrent studies. Another focus of my research is the development of evidence-based interventions, which are implemented and tested in the community.
Grace Anderson Research Fellowship.
Elected board member, Society for the Scientific Studies of Reading (2013 to present).
I have an active research lab that supports graduate students at the master’s and PhD level, post-doctoral fellows, as well as undergraduate students completing their fourth year research theses. I am interested in supervising students in the areas of reading acquisition and second language reading. My lab also welcomes a limited number of undergraduate volunteers who wish to gain research training and experience.
Pasquarella, A., Chen, X., Gottardo, A., & Geva, E. (June 2014). Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes. Journal of Educational Psychology.
Gottardo, A., Javier, C., Farnia, F., Mak, L., & Geva, E. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners. Written Language and Literacy, 17, 62-88.
Jia, F., Gottardo, A., Koh, P.W., Chen, X., & Pasquarella, A. (2014). The role of acculturation in reading a second language: Its relation to English literacy skills in immigrant Chinese adolescents. Reading Research Quarterly, 49, (2), 251-261.
Grant, A., Wood, E., Gottardo, A., Evans, M.A., Phillips, L. & Savage, R. (2012). Assessing the content and quality of commercially available reading software programs: Do they have the fundamental structures to promote the development of early reading skills in children? NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 15, 319-342.
Wood, E., Gottardo, A., Grant, A., Evans, M.A., Phillips, L. & Savage, R. (2012). Developing tools for assessing and using commercially available reading software programs to promote the development of early reading skills in children. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 15, 350-354.
Grant, A., Gottardo, A. & Geva, E. (2012). Measures of reading comprehension: do they measure different skills for children learning English as a second language? Reading and Writing: An Interdisciplinary Journal, 25, 1899-1928.
Pasquarella, A., Gottardo, A & Grant, A. (2012). Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language. Scientific Studies in Reading, 16, 475-503.
Grant, A., Gottardo, A. & Geva, E. (2011). Reading in English as a first or second language: The case of grade 3 Spanish, Portuguese and English speakers. Learning Disabilities Research & Practice, 26, 67-83.
Gottardo, A. & Mueller, J. (2009). Are first and second language factors related in predicting L2 reading comprehension? A study of Spanish speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101, 330-344.
Gottardo, A., Yan, B., Siegel, L.S. & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.