December, 1997



September 30, 2021CURRICULUM VITAE FRANKLIN RALPH MANIS Current Address: Office Psychology Department/SGM 525A University of Southern California University Park Los Angeles, CA 900891061 (213) 740-6567 Education: Pomona College, B.A. (Magna Cum Laude), 1975 in Psychology. University of California, Berkeley, graduate study, 19751976. University of Minnesota, Institute of Child Development, Ph.D., 1981, in Child Psychology. Professional Experience: NIMH Predoctoral Trainee, University of Minnesota, 19761980. Instructor, Institute of Child Development, University of Minnesota, 19791981. Assistant Professor, Psychology Department, University of Southern California, 19811986. Associate Professor, Psychology Department, University of Southern California, 19872000.Professor, Psychology Department, University of Southern California, 2001 - present.Professional Affiliations: Association for Psychological Science Society for Research in Child Development International Dyslexia Association Society for the Scientific Study of Reading Honors and Awards: Phi Beta Kappa (1975) USC Innovative Teaching Award (2003) Gamma Sigma Alpha Professor of the Year (2004) Center for Excellence in Teaching, Faculty Fellow (2006-2009) Dornsife Distinguished Faculty Fellow (2011-2013) USC Raubenheimer Award, 2012 USC JEP Award for Community-Engaged Teaching and Research, 2021 Research Grants, completed: "Development of Decoding Skills in Children with Reading Disabilities." Faculty Research and Innovation Fund, University of Southern California, 19831984 ($9,578). "Sources of Reading Deficiency in Dyslexia." National Institute of Child Health and Human Development, 19851988 ($332,000). "Familial Resemblance Among Subtypes of Dyslexia," with P. A. Szeszulski, CoPrincipal Investigator. Biomedical Research Support Fund, University of Southern California, 19861987 ($2,400). "The Effect of Oral Uridine in Classical Galactosemia." Francine R. Kaufman, Principal Investigator. National Institutes of Health, 1990-1995 (Sub-contract: $150,000). "Perceptual, Linguistic and Computational Bases of Dyslexia." Franklin R. Manis and Mark Seidenberg, Co-Principal Investigators. National Institute of Health, 2/1996 - 11/2000 ($372,000). "Predicting Literacy in Spanish-Speaking Children". Franklin R. Manis, Principal Investigator.National Institute of Health and Office of Educational Research and Innovation, 9/1/2000-5/31/2002 ($100,000)."Bases of Normal and Disordered Reading." Franklin R. Manis, PI. National Institute ofHealth, 4/1/02 to 3/31/09 ($1,742,626.00).“Literacy Development in English Language Learners.” Kim Lindsey, PI, Franklin R. Manis, co-PI. National Institute of Child Health and Human Development and Institute of Educational Sciences, Department of Education. 05/01/03 – 04/30/09 ($1,080,353.00).Professional Services and Activities: Editorial board: Scientific Studies of Reading, 1996-2001, 2007-2018Journal of Experimental Child Psychology, 2004-2009Annals of Dyslexia, 2007-2018Chair, Publications Committee, Society for the Scientific Studies of Reading, 1999-2001.Editor, Scientific Studies of Reading, 2001-2007 Reviews for the following journals: Child Development, Cognition, Contemporary Educational Psychology, Developmental Psychology, Developmental Review, Journal of Child Psychology and Child Psychiatry, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Experimental Psychology: Human Perception and Performance, Memory andCognition, Merrill-Palmer Quarterly, Psychological Bulletin, Scientific Studies of Reading,Psychological Science.National Science Foundation external peer review (1993)National Institutes of Health ad hoc reviewer (1994 - present)Canadian National Research Council special reviewer (1997)Publications: NCBI Public Bibliography:. Keating, D. P., Keniston, A., Manis, F. R., & Bobbitt, B. L. (1980). Development of the search processing parameter. Child Development, 51, 3944. Manis, F. R., Keating, D. P., & Morrison, F. J. (1980). Developmental differences in the allocation of processing capacity. Journal of Experimental Child Psychology, 29, 156169. Manis, F. R., & Morrison, F. J. (1982). Processing of identity and position information in normal and disabled readers. Journal of Experimental Child Psychology, 33, 7486. Morrison, F. J., & Manis, F. R. (1982). Cognitive processes and reading disability: A critique and proposal. In C. J. Brainerd & M. Pressley (Eds.)., Verbal processes in children: Progress in cognitive development research (pp. 5993). New York: SpringerVerlag. Manis, F. R. (1982, September). From zygote to identity concept: The development of the child. Contemporary Psychology, 27, 199201. Manis, F. R., & Morrison, F. J. (1984). Reading disability: A deficit in rule learning? In L. Siegel & F. J. Morrison (Eds.), Cognitive development in atypical children: Progress in cognitive development research (pp. 126). New York: SpringerVerlag. Manis, F. R. (1985). Acquisition of word identification skills in normal and disabled readers. Journal of Educational Psychology, 77, 7890. Horn, C. C., & Manis, F. R. (1985). Normal and disabled readers' use of orthographic structure in processing print. Journal of Reading Behavior, 17, 143161. Howell, M. J., & Manis, F. R. (1986). Developmental and reader ability differences in semantic processing efficiency. Journal of Educational Psychology, 78, 124129. Manis, F. R., Szeszulski, P. A., Howell, M. J., & Horn, C. C. (1986). A comparison of analogy and rulebased decoding strategies in normal and disabled readers. Journal of Reading Behavior, 18, 203218. Longstreth, L. E., Walsh, D. A., Alcorn, M. B., Szeszulski, P. A., & Manis, F. R. (1986). Backward masking, IQ, SAT and reaction time: Interrelationships and theory. Personality and Individual Differences, 7, 643651. Manis, F. R., Savage, P. L., Morrison, F. J., Horn, C. C., Howell, M. J., Szeszulski, P. A., & Holt, L. K. (1987). Paired associate learning in reading disabled children: Evidence for a rulelearning deficiency. Journal of Experimental Child Psychology, 43, 2543. Horn, C. C., & Manis, F. R. (1987). Development of automatic and speeded word recognition. Journal of Experimental Child Psychology, 44, 92108. Szeszulski, P. A., & Manis, F. R. (1987). A comparison of word recognition processes in dyslexicand normal readers at two reading age levels. Journal of Experimental Child Psychology, 44,364376. Manis, F. R., Szeszulski, P. A., Holt, L. K., & Graves, K. (1988). A developmental perspective on dyslexic subtypes. Annals of Dyslexia, 38, 139153.Szeszulski, P. A., & Manis, F. R. (1990). An examination of familial resemblance among subgroups of dyslexics. Annals of Dyslexia, 40, 180-191. Manis, F. R., Szuszulski, P. A., Holt, L. K., & Graves, K. (1990). Variation in component word recognition and spelling skills among dyslexic children and normal readers. In T. H. Carr and B. Levy (Eds.), Reading and its development: Component skills approaches (pp. 207-209).New York: Academic Press.Holt-Ochsner, L. K., & Manis, F. R. (1992). Automaticity training for dyslexics: An experimental study. Annals of Dyslexia, 42, 222-241.McBride-Chang, C., Manis, F. R., Seidenberg, M. S., Custodio, R. G., & Doi, L. M. (1993).Print exposure as a predictor of word reading and reading comprehension in reading disabled and normally achieving children. Journal of Educational Psychology, 85, 230-238.Manis, F., Custodio, R., & Szeszulski, P. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56, 64-86.Kaufman, F. R., Reichardt, J. K. V., Ng, W. G., Xu, Y. K., Manis, F. R., McBride-Chang, C., &Wolff, J. A. (1994). Correlation of cognitive, neurologic, and ovarian outcome with the Q188R mutation of the galactose-1-phosphate uridyltransferase gene. The Journal of Pediatrics, 125,(2), 225-227.Kaufman, F. R., McBride-Chang, C., Manis, F. R., Wolff, J. A., Nelson, M. D., Gray, S., &Donnell, G. N. (1995). Cognitive functioning, neurologic status and brain imaging in classical galactosemia. European Journal of Pediatrics, 154, [Suppl. 2]: 52-55.Kaufman, F. R., Horton, E. J., Gott, P. S., Wolff, J. A., Nelson, M. D., Azen, C., & Manis, F. R(1995). Abnormal somatosensory evoked potential in patients with classical galactosemia: Correlation with neurologic outcome. Journal of Child Neurology, 10, 32-36.McBride-Chang, C., Manis, F. R., Wagner, R. K. (1996). Correlates of phonological awareness: Implications of gifted education. Roeper Review, 19, 27-30. McBride-Chang, C., & Manis, F. R. (1996). Structural invariance in the association of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 323-339.Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., &Peterson, A. (1996). On the bases of two subtypes of developmental dyslexia. Cognition, 58, 157-195.Manis, F. R. (1996). Current trends in dyslexia research. In B. J. Cratty (Ed.), Contemporary issues in learning disabilities (pp. 27-42). Philadelphia: Harwood. Manis, F. R. (1996). The varieties of reading difficulty: Comments on the special issue. Australian Journal of Psychology, 48, 178-182.Manis, F.R. Cohn, L.B., McBride-Chang, C., & Wolff, J. A., & Kaufman, F. L. (1997). A longitudinal study of cognitive functioning in patients with classical galactosaemia.Journal of Inherited Metabolic Diseases, 20, 549-555.Manis, F. R., McBride-Chang, C., Seidenberg, M. S., Keating, D., Doi, L. M., Munson, G., & Peterson, A. (1997). Are speech perception deficits associated with developmental dyslexia? Journal of Experimental Child Psychology, 66, 211-235.Keating, P. & Manis, F. R. (1998). The Keating-Manis phoneme deletion test. In UCLA Working Papers in Phonetics (Vol. 96, pp. 162-165). Los Angeles: UCLA Phonetics Laboratory.Manis, F. R., Seidenberg, M. S., & Doi, L. M. (1999). See Dick RAN: Rapid naming and thelongitudinal prediction of reading subskills in first and second graders. Scientific Studies ofReading, 3, 129-158.Manis, F. R., Seidenberg, M. S., Stallings, L., Joanisse, M. F., Bailey, C., & Freedman, L. (1999). Development of dyslexic subtypes: A one year follow-up. Annals of Dyslexia, 49, 105-134.Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness andorthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits indyslexic children: Speech perception, phonology and morphology. Journal ofExperimental Child Psychology, 77, 30-60.Curtin, S., Manis, F. R., & Seidenberg, M. S. (2001). Spelling errors in subtypes ofdevelopmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14, 521-554.Manis, F. R., & Freedman, L. (2001). The relationship of naming speed to multiple readingmeasures in disabled and normal readers. In: M. Wolf (Ed.), Dyslexia,fluency and the Brain (pop. 65-92). Timonium, MD: York Press.Sperling, A. J., Lu, Z. L., Manis, F. R., & Seidenberg, M. S. (2003). Selective magnocellular deficits in dyslexia: a “phantom contour” study. Neuropsychologia, 41, 1422-1429.Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482-494.Bailey, C. E., Manis, F. R., Seidenberg, M. S., Petersen, W., & Seidenberg, M. S. (2004). Variation among developmental dyslexics: Evidence from a printed-word-learning task. Journal of Experimental Child Psychology, 87, 125-154.Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2in Spanish-speaking English language learners. Journal of Learning Disabilities Researchand Practice, 19, 214-224.Sperling, A. J., Lu, Z.-L., & Manis, F. R. (2004). Slower implicit categorical learning in adultpoor readers. Annals of Dyslexia, 54, 281-303.Manis, F. R., & Keating, P. (2005). Speech perception in dyslexic children with and withoutlanguage impairments. In H. W. Catts & A. G. Kamhi (Eds.). The connectionsbetween language and reading disabilities (pp. 77-99). Mahwah, NJ: Erlbaum.Sperling, A. J., Lu, Z.-L., Manis, F. R., & Seidenberg, M. S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 29 May 2005. , K. A., & Manis, F. R. (2005). Development of reading skills in Spanish-speaking English-language learners: A six-year longitudinal study. International Dyslexia Association Perspectives, 31, 22-26.Manis, F. R., & Radford, M. (2006). My virtual child. Upper Saddle River, NJ: Pearson Prentice Hall.Sperling, A. J., Lu, Z. L., Manis, F. R., Seidenberg, M. S. (2006). Deficits in achromatic phantom contour perception in poor readers. Neuropsychologia, 44, 1900-1908.Sperling, A. J., Lu, Z. L, Manis, F. R., Seidenberg, M. S. (2006). Motion perception deficits and reading impairment: it’s the noise, not the motion. Psychological Science, 17, 1047-1053.Zumberge, A., Baker, L. A., & Manis, F. R. (2007). Focus on words: A twin study of reading and attention. Behavior Genetics, 37 (March), 284-293.Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2007). A longitudinal analysis of English language learners’ word decoding and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 20, 691-719.Bruno, J. L., Manis, F. R., Keating, P., Sperling, A. J., Nakamoto, J., & Seidenberg, M. S. (2007). Auditory word identification in dyslexic and normally achieving readers. Journal of Experimental Child Psychology, 97, 183-204.Bruno, J. L., Zumberge, A., Manis, F. R., Lu, Z. L., & Goldman, J. G. (2008). Sensitivity to orthographic familiarity in the occipito-temporal region. NeuroImage, 39, 1988-2001.Manis, F. R., & Bailey, C. E. (2008). Exploring heterogeneity in developmental dyslexia: A longitudinal investigation. In G. Reid, A.J. Fawcett, L. S. Siegel, & F. Manis (Eds.), The Sage Handbook of Dyslexia (pp. 149-173). London: Sage Publications Ltd.Reid, G., Fawcett, A. J., Manis, F., & Siegel, L. S. (Eds.) (2008). The Sage Handbook of Dyslexia. London: Sage Publications Ltd.Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2008). A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading, 12, 351-371.Manis, F. (2009). My Virtual Teen. Upper Saddle River, NJ: Pearson Prentice Hall.Spencer, S. A., & Manis, F. R. (2010). The effects of a fluency intervention program on the fluency and comprehension outcomes of middle-school students with severe reading deficits. Learning Disabilities Research and Practice, 25, 76-86.Manis, F. R., Lindsey, K. A. (2011). Cognitive and oral language contributors to reading disabilities in Spanish-English bilingual children. In A. Durgonoglu & C. A. Goldenberg (Eds.), Language and Literacy Development in Bilingual Settings (pp. 280-303). New York, NY: Guilford.Beattie, R., Lu, Z. L., & Manis, F. R. (2011). Dyslexic adults can learn from repeated stimulus presentation but have difficulties in excluding external noise. PLoS ONE 6(11): e27893. doi:10.1371/journal.pone.0027893 (published online Nov 23, 2011)Beattie, R. L. and Manis, F. R. (2011). The relationship between prosodic perception, phonological awareness and vocabulary in emergent literacy. Journal of Research in Reading. doi:?10.1111/j.1467-9817.2011.01507 (published online Nov 29, 2011)Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing: An Interdisciplinary Journal, 25, 537-567.DOI: 10.1007/s11145-010-9285-4.Buckner, J., & Manis, F. R. (2012). My Virtual Life. Upper Saddle River, NJ: Pearson Prentice Hall.Beattie, R. & Manis, F. R. (2013). Rise time perception in children with reading and combined reading and language difficulties. Journal of Learning Disabilities, 46, 200-209.Goldman, J. G., & Manis, F. R. (2013). Relationships among cortical thickness, reading skill and print exposure in adults. Scientific Studies of Reading, 17, 163-176.Bruno, J., Lu, Z.-L., & Manis, F. (2013). Phonological processing skill is uniquely associated with neuro-metabolic concentration. NeuroImage, 67, 175-181.Houston, S. M., Lebel, C., Katzir, T., Manis, F. R., Kan, E., Rodgriguez, G. G., & Sowell, E. R. (2014). Reading skill and structural brain development. Neuroreport, 25, 347-352. DOI: 10.1097/WNR.0000000000000121Clark, K. A., Helland, T., Specht, K., Narr, K. L., Manis, F. R., Toga, A. W., & Hugdahl, K. (2014). Neuroanatomical precursors of dyslexia identified from pre-reading through age 11. Brain: A Journal of Neurology, 137, 3136-3141.Wei, M., Joshi, A. A., Zhang, M., Mei, L., Manis, F. R., He, Q., Beattie, R. L., Xue, G., Shattuck, D. W., Leahy, R. M., Xue, F., Houston, S. M., Chen, Ch., Dong, Q., & Lu, Z.-L. (2015). How age of acquisition influences brain architecture in bilinguals. Journal of Neurolinguistics, 36, 35-55.Clark, K. A., Helland, T., Specht, K., Narr, K. L., Manis, F. R., Toga, A. W., Hugdahl, K. (2015). Reply: Cortical differences in preliterate children at familial risk of dyslexia are similar to those observed in dyslexic readers. Brain: A Journal of Neurology, 138, e379.Manis, F. R. (2017). The dynamic child. Hoboken, NJ: Pearson.Manis, F. R. (2020). The dynamic child, 2nd ed. Hoboken, NJ: Pearson.Online Webinars and Presentations:Manis, F. R. (November, 2017). “Dynamic Instruction with The Dynamic Child.” Recorded on November 16, 2017. Accessed at: Scientific Paper Presentations and Invited Addresses:Manis, F. R., Lindsey, K. A., & Nakamoto, J. (March, 2007). Development of reading in Spanish speakers in three programs. Society for Research in Child Development, Boston, MA.Nakamoto, J., Lindsey, K. A., & Manis, F. R. (March, 2007). Tracking English language learners’ word decoding and reading comprehension from first grade through seventh grade. Society for Research in Child Development, Boston, MA.Bruno, J. L., Zumberge, A., Manis, F. R., Lu, Z. L., & Goldman, J. G. (May, 2007). Occipito-temporal region is sensitive to orthographic familiarity. Cognitive Neuroscience Society, New York.Manis, F. R. (July, 2007). Symposium: at the roots of dyslexia theory, a critical re-appraisal of speech perception, phonological and reading problems, discussant’s comments. Societyfor the Scientific Study of Reading, Prague, Czech Republic.Manis, F. R., & Lindsey, K. A. (July, 2008). Cognitive bases of reading disability in Spanish-English bilingual children. Paper presented at the Society for the Scientific Study of Reading, Asheville, NC.Zumberge, A., Bruno, J.L., Goldman, J.G., Lu, Z-L., & Manis, F.R. (April, 2008). fMRI activation patterns predict reading ability in adults with and without developmental dyslexia. Poster, Cognitive Neuroscience Society, San Francisco, CA.Manis, F. R. (April, 2009) Teaching and learning about the whole child. Presentation, Society for Research in Child Development Teaching Institute, Denver, CO.Manis, F. R. (June, 2009). Contribution of early reading skill and language exposure to comprehension in English language learners. Poster, Society for the Scientific Study of Reading, Boston, MA.Goldman, J. G., Zumberge Orechwa, A., & Manis, F. R. (June, 2009). Relationships among cortical thickness, reading skill and print exposure in adult readers. Poster, Society for the Scientific Study of Reading, Boston, MA.Beattie, R.L, Lu, Z., & Manis, F.R. (2010, May). Dropping the perceptual anchorhypothesis: Support for the noise exclusion hypothesis of dyslexia. Paper presented atAssociation for Psychological Science conference. Boston, MA.Goldman, J.G., Beattie, R.L., Amir, O., Renken, A., & Manis, F.R. (2010, May). The introductory psychology 'mini-course': A new strategy for organizing discussionsections. Paper presented at Association for Psychological Science conference. Boston, MA.Jiang, Z., & Manis, F. R. (2010, May). Phonological activation in meaning access for Chinese word reading: Evidence from the perspective of phonetically-informed phonology. Paper presented at the Association for Psychological Science. Boston, MA.Jiang, Z., & Manis, F. R. (2010, July). Phonological activation in Chinese word reading: Evidence from the perspective of phonetically-informed phonology. Paper presented atthe Research in Reading Chinese and Related Asian Languages Conference. Toronto, Canada. Jiang, Z., Manis. F., Cheung, P., Andersen. E., Goldstein, L. Phonological activation in meaning access for Chinese word reading: Evidence from the perspective of phonetically-informed phonology. Proceedings of the Research in Reading Chinese and Related Asian Languages Conference. OISE/University of Toronto (July, 2010).Nakamoto, J., & Manis, F. R. (2011, April). Development of English language learners’ word decoding and reading comprehension from first through ninth grade. Paper presented at the Society for Research in Child Development, Montreal, Canada.Beattie, R., & Manis, F. R. (2011, July). The relationship between prosodic perception, phonological awareness, and vocabulary in emergent literacy. Paper presented at the Society for the Scientific Study of Reading, St. Petersberg, Florida.Beattie, R., & Manis, F. R. (2013, April). External visual noise exclusion deficits, not perceptual anchoring deficits, present in dyslexic children and adults. Paper presented at the Society for Research in Child Development, Seattle, Washington.Teaching Experience: Undergraduate Instruction Developmental Psychology (taught every fall - recent teaching rating average = 4.84) Cognitive Development Children's Learning & Development (taught every other spring - teaching rating = 4.79) Psychology of Reading Advanced Developmental Psychology Microseminar: Dyslexia Through Multiple Lenses (Summer, 2006) Microseminar: Raising a Virtual Child (Summer, 2007) Undergraduate SupervisionSupervise 2-5 psychology undergraduates in independent study each yearSupervised 6 Psychology undergraduate honors thesesSupervised three McNair ScholarsGraduate Instruction Cognitive Development Psychology of Reading and Reading DisabilityChild DevelopmentSeminar on Learning DisabilitiesProseminar in Life-Span DevelopmentProfessoriate Program (Center for Excellence in Teaching, USC)Teaching and Learning of PsychologyPracticum in Teaching the Liberal Arts Graduate SupervisionHave supervised over 15 doctoral dissertations in Psychology and NeuroscienceCurrently chair or member of several guidance or dissertation committees in Psychology Education and NeuroscienceAdministrative/Committee Experience (last ten years):DepartmentalDirector, Undergraduate Studies, 2007-2011Chair, Departmental promotion committee, 2007 (Toben Mintz), 2009 (JoAnn Farver), 2018 (Henrike Moll)Associate Chair of Department, 1998-2001Head, Developmental Area, 1987-1998, 2001-presentExecutive Committee, 1987-presentChair, Human Subjects Committee, 1993-1998Psychology Chair Search Committee, 1999-2000Departmental Academic Review Committee, 1999-2000Psycholinguistics Search Committee, 1997-1998Chair, Departmental Ad Hoc Promotion Committee, 2002-2003, 2014-2015, 2017-2018Psycholinguistics Search Committee (2001-2002)Chair, Developmental Search Committee (2010-2011, 2020-2021)Member, Clinical Science Search Committee (2021-)UniversityAdmissions interviews, Presidential Scholars, 1999, 2006-2008University Child Care Advisory Board, 1987-1991; 1998-2004University Institutional Review Board, 1993-1998Minority Scholars Program, Summer, 1996-1997Committee on Academic Policies and Procedures, 1991-1992; 2000-2003Oversight Committee on Athletic Academic Affairs, 2003-2004Graduate and Professional Studies Committee, 2004-2006Center for Excellence in Teaching, Faculty Fellow, 2006-2009Co-Chair, Committee on Academic Programs and Teaching, 2006-2007 (joint Faculty Senate and Provost’s Committee)Member, Social Sciences Subcommittee, University Committee on Curriculum, 2009-Provost’s Fellowships Nominating Committee, 2009-2018Member, Humanities Personnel Committee, 2009-2018Community ServiceMember, Landmark West School Advisory Board, 1992-1994, Westmark School Advisory Board, 2010-2016.Member, Board of Directors of the Los Angeles County Branch of the Orton Dyslexia Society, 1990-1992Delivered talks, interviews on reading and learning disabilities at local schools, media outlets ................
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