Andrea DeBruin-Parecki
Redaktör
Andrea DeBruin-Parecki, Ph.D., Principal Research Project Manager, Educational Testing Service Early Childhood Research and Assessment Center, Princeton, New Jersey 08541Dr. DeBruin-Parecki, a graduate of the Combined Program in Education and Psychology, University of Michigan, is recognized for her work in early and family literacy. She has written multiple books and articles and consistently presents at national conferences. As Senior Fulbright Specialist in Guatemala, she worked with teachers of young children. Her work has been in diverse communities, establishing effective literacy-related programs that positively affect families, teachers, and schools. She has worked directly with teachers through professional development, making positive, research-based changes resulting in more effective literacy instruction. She has authored two noted assessments: Early Literacy Skills Assessment (ELSA; High/Scope Press, 2004) and the Adult–Child Interactive Reading Inventory (ACIRI; available from Paul H. Brookes Publishing Co.). Her current research examines strategy instruction to promote young children’s comprehension development and state and U.S. territory early literacy learning standards.
Andrea DeBruin-Parecki, Ph.D., Principal Research Project Manager, Educational Testing Service Early Childhood Research and Assessment Center, Princeton, New Jersey 08541Dr. DeBruin-Parecki, a graduate of the Combined Program in Education and Psychology, University of Michigan, is recognized for her work in early and family literacy. She has written multiple books and articles and consistently presents at national conferences. As Senior Fulbright Specialist in Guatemala, she worked with teachers of young children. Her work has been in diverse communities, establishing effective literacy-related programs that positively affect families, teachers, and schools. She has worked directly with teachers through professional development, making positive, research-based changes resulting in more effective literacy instruction. She has authored two noted assessments: Early Literacy Skills Assessment (ELSA; High/Scope Press, 2004) and the Adult–Child Interactive Reading Inventory (ACIRI; available from Paul H. Brookes Publishing Co.). Her current research examines strategy instruction to promote young children’s comprehension development and state and U.S. territory early literacy learning standards.