Center Research Faculty

Barbara Foorman, Ph.D.

Director
Dr. Foorman is appointed as an Eppes Professor in the College of Education at FSU along with her appointment to the faculty of FCRR. She recently completed a term as the Commissioner of Educational Research for the National Institute of Education Sciences, and is internationally recognized for her research on reading instruction and reading assessment.
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Joseph Torgesen, Ph.D.

Director Emeritus
Dr. Torgesen is appointed as the W. Russell and Eugenia Morcom Chair of Psychology and Education at FSU. He currently serves on the Board of Directors of the National Institute for Education Sciences and is widely recognized for his research on the prevention and remediation of reading difficulties.
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Richard Wagner, Ph.D.

Associate Director
Dr. Wagner is the Alfred Binet Professor of Psychology at FSU. He currently serves on the Board of Directors for the National Institute for Literacy and is well known for his research on the assessment of reading and intelligence.
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Christopher Lonigan, Ph.D.

Associate Director
Dr. Lonigan is a Professor in the Psychology Department at FSU. He serves on the Early Literacy Panel of the National Institute for Literacy and is nationally known for his work on literacy instruction and assessment for students at the Pre-K level.
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Stephanie Al Otaiba, Ph.D.

Associate Professor, Department of Childhood Education, Reading, and Disability Services, College of Education, FSU
Dr. Al Otaiba, an Associate Professor in the Department of Education and Rehabilitation Services, conducts research on school-based early literacy interventions and on teacher training.
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Carol Connor, Ph.D.

Associate Professor, Department of Psychology, College of Arts and Sciences, FSU.
Dr. Connor received her Ph.D. from the University of Michigan, and conducts research on early literacy instruction. Specifically, she has a current 5 year project supported by the Institute of Education Sciences and National Institutes of Health to study child characteristics by instructional interactions in first through fifth grade students. The project is designed to test the efficacy of differentiating instruction and to produce and evaluate software that will provide guidance to teachers about the focus of their instruction that is based on their students current level of growth in reading.
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Young-Suk Kim, Ed.D.

Assistant Professor, Department of Teaching and Learning, College of Education, FSU
Dr. Kim’s research interests include oral language development and reading development with particular interests in phonological awareness, orthographic awareness, and reading fluency for various populations such as Korean- and English-speaking children as well as English language learners.
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Beth Phillips, Ph.D.

Assistant Professor, Department of Educational Psychology and Learning Systems,
College of Education, FSU
Dr. Phillips is currently conducting and developing research on emergent literacy, including topics related to curriculum development, assessment, and relations between emergent literacy and child behavior. Dr. Phillips also is involved in research on developmental psychopathology.

Chris Schatschneider, Ph.D.

Associate Director
Dr. Christopher Schatschneider is an experienced researcher in the area of early reading development. He has expertise in applying sophisticated measurement and statistical models to illuminate the relationships between reading and pre-reading skills.
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Jeannie Wanzek, Ph.D

Assistant Professor, Department of Teaching and Learning, College of Education, FSU
Dr. Wanzek is an assistant professor in the School of Teacher Education at FSU. She is a former special educator and elementary teacher. Dr. Wanzek conducts research examining effective reading instruction and intervention focusing primarily on prevention and remediation for students with reading difficulties and disabilities.
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