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.
Research Interests / Ongoing Projects
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.
Awards and Achievements
Grace Anderson Research Fellowship.
Elected board member, Society for the Scientific Studies of Reading (2013 to present).
Student Opportunities / Supervising
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.