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Nonie Lesaux

assistant professor, Harvard

Lesaux leads a research program that focuses on the reading development and difficulties of children from linguistically diverse backgrounds; her developmental and instructional research has implications for practitioners, researchers, and policy-makers. Lesaux's current research includes a longitudinal study of Spanish-speakers' English reading comprehension and a study evaluating the effects of academic language instruction in urban middle school classrooms with large numbers of struggling readers. Previous research includes a study investigating language-minority learners' reading development from kindergarten through fourth grade and an interdisciplinary study that examines the interaction among kindergartners health and well-being, social competence, socioeconomic status, and language and cognitive processing skills known to be critical for reading development. Lesaux's program of research is supported by research grants from several organizations, including National Institute for Child Health and Human Development, William T. Grant Foundation, William and Flora Hewlett Foundation, and the Spencer Foundation. From 2004-2006, Lesaux was Senior Research Associate of the National Literacy Panel on Language Minority Youth and contributing author to three chapters in that national report.