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					                                       Kathryn E. Perry
                                       4511 Tolman Hall
                            Division of Cognition and Development
                               University of California, Berkeley
                                      Berkeley, CA 94720
                           phone – (510) 643-7672; fax (510) 642-3555
                                 kperry@uclink4.berkeley.edu


EDUCATION:
1993-1999               University of California at Berkeley, School of Education
                        Ph.D. in Education awarded June 1999
                        M.A. in Education awarded May 1995
1988-1992               San Diego State University
                        B.A. in Psychology awarded December 1992

HONORS/AWARDS:
    National Academy of Education/Spencer Foundation Post-Doctoral Fellowship - 2002-2004
    Graduate School of Education Fellowship - 1997-98
    Outstanding Graduate Student Instructor - 1995-96

PROFESSIONAL LICENCES/CERTIFICATIONS
    Licensed Educational Psychologist - LEP # 2486
    California State School Psychologist Credential

PROFESSIONAL EXPERIENCE
Lecturer                                                                      From 8/99 – present
School Psychology Program, University of California at Berkeley, Berkeley, CA
   Program Director: Dr. Nadine Lambert
   Responsibilities: Teach three courses: 1) Theoretical and scientific bases for school psychology
   practice; 2) Assessment of developmental, learning, and social-emotional disorders in children;
   and 3) Educational Interventions. Supervise student interns serving as mental health consultants
   to teachers in elementary schools.

School Psychologist                                                          From 8/97 – 3/02
Oakley Elementary School, Oakley, CA
   Responsibilities: Consult with teachers and administrators; conduct psycho-educational assessments of
   students; perform individual and group counseling with both regular and special education students;
   organize and implement enrichment and intervention programs (e.g., peer tutoring, conflict resolution);
   and conduct parent education.

Instructor                                                                     From 6/00– 8/01
Consortium on Reading Excellence (CORE), Inc., Emeryville, CA
    Director: Dr. Linda Diamond
    Responsibilities: Conduct professional development workshops for elementary school teachers
    (kindergarten through fourth grade) focusing specifically on: 1) research on how children learn to
    read; and 2) research-based instructional strategies.

Clinical Supervisor                                                              From 9/00– present
Campus Child Care Consultation Project, University of California at Berkeley, Berkeley, CA
   Program Director: Dr. Phil Cowan
   Responsibilities: Supervise graduate students serving as mental health consultants to Child Care
   staff; consult directly with Child Care staff on challenging issues that they face in their work with
   young children.
PROFESSIONAL ACHIEVEMENTS:

Publications

Daniels, D. H., & Perry, K. E. (2003). “Learner-centered” according to children. Theory into
   Practice, 42(2), 102-109.

Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers’ classroom practices and
   children’s rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-
   118.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. (2002). Orthographic learning
   during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology,
   82(3), 185-199.

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept
   of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568.
Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children’s school
   adjustment. Educational Psychologist, 33(4), 177-194.
A reading- writing-language sourcebook for the primary grades (1997). University School Support
    for Educational Reform. Contributing Author and member of the Bay Area Reading Task Force.

Pratarelli, M. E., Perry, K. E., & Galloway, A. M. (1994). Automatic lexical access in children: New
    evidence from masked identity priming. Journal of Experimental Child Psychology, 58, 346-
    358.

Manuscripts in Progress

Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2003). Child-centered teaching and the
   promotion of achievement and adjustment in first grade. Manuscript submitted for publication in
   the American Educational Research Journal.

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2003). Teacher’s Reading Subject Matter
   Knowledge and their Ability to Calibrate this Knowledge. Manuscript submitted for publication in
   Annals of Dyslexia.

McCombs, B. L., Perry, K. E., Daniels, D. H., & Weinberger, E. (2003). Revealing children’s and
  teachers’ perceptions with the K-3 assessment of learner-centered practices. Manuscript in
  preparation for submission to Journal of Educational Psychology.

Perry, K. E. (2003). Young children’s perceptions of their teacher’s practices: Implications for the
   development of reading competence. Manuscript in preparation.

Perry, K. E. & Donohue, K. M. (2003). Young children’s perceptions of teacher support:
   Meaningful predictors of school adjustment. Manuscript in preparation.

Presentations at Scientific Meetings

Perry, K. E. (2004, March). Young children’s perceptions of their teacher’s reading instruction:
   Implications for achievement, motivation and self-perceived competence. Paper accepted for
   presentation at the 55th Annual Meeting of the California Association of School
   Psychologists, Burlingame, CA.
Kidd, J. L., Perry, K. E., & Corigliano, K. M. (2004, March). Relations between teachers’ use of
   instructional time, choice of literacy activities and children’s reading achievement and
   motivation. Paper accepted for presentation at the 55th Annual Meeting of the California
   Association of School Psychologists, Burlingame, CA.

Corigliano, K. M., Perry, K. E., & Kidd, J. L. (2004, March). The influence of motivational factors
   on the achievement outcomes of beginning readers. Paper accepted for presentation at the
   55th Annual Meeting of the California Association of School Psychologists, Burlingame, CA.

Perry, K. E. (2003, October). Young children’s perceptions of their teacher’s practices:
   Implications for the development of reading competence. Paper presented at the Annual
   Meeting of the National Academy of Education, Cambridge, MA.

Cunningham, A. E., Perry, K. E., Stanovich, K., Stanovich, P. J., Rodriguez, L., & Chappell, M.
   (2002, June). How teachers spend their time teaching language arts: The mismatch between
   policy and practice. Poster session presented at the annual meeting of the Society for the
   Scientific Study of Reading, Chicago, IL.

Cunningham, A. E., Perry, K. E., Stanovich, K., Stanovich, P. J., & Chappell, M. M. (2001, June).
   Is teachers’ knowledge of important declarative knowledge of reading well calibrated? Poster
   session presented at the annual meeting of the Society for the Scientific Study of Reading,
   Denver, Colorado.

Cunningham, A. E., & Perry, K. E. (2000, June). The development of orthographic knowledge in second
   grade readers. Poster session presented at the annual meeting of the Society for the Scientific Study of
   Reading, San Francisco, CA.

Perry, K. E., & Donohue, K. M. (2000, August). The role of learner-centered practices in children’s
   adjustment during the transition to school. Paper presented at the 208th Annual Meeting of the
   American Psychological Association, Washington, D.C.

Perry, K. E., & Donohue, K. M. (1999, April). Young students’ perceptions of teacher practices:
   Assessing their validity and value as individual and classroom-level predictors of school success.
   Poster session presented at the annual meeting of the Society for Research in Child
   Development, Albuquerque, New Mexico.

Cunningham, A. E., Perry, K. E., & Douglas, P. (1998, November). The self-teaching hypothesis
   and children’s reading development. Paper presented at the meeting of the International
   Dyslexia Association Annual Conference, San Francisco, California.
Perry, K. E., & Cunningham, A. E. (1996, June). Children’s reasoning about earthquakes: There’s
   more than meets the eye. Poster session presented at the Annual Meeting of the American
   Psychological Society (APS), San Francisco, CA.

Pratarelli, M. E., & Perry, K. E. (1992, October). Automatic lexical access in children: New
    evidence from masked-identity priming. Paper presented at the Boston University Conference
    on Language Development, Boston, MA.


MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS:
   American Psychological Association (APA) - April 1999 to present
   Society for Research in Child Development (SRCD) – January 1999 to present
   California Association of School Psychologists (CASP) - January 1994 to present
   National Association of School Psychologists (NASP) - January 1994 to present

				
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