Julie Dwyer

Assistant Professor

Dr. Julie Dwyer is an Assistant Professor in Early Childhood Education. She holds an MEd in Language and Literacy from Harvard University and a PhD in Language, Literacy, and Culture from the University of Michigan. Prior to completing her doctorate, she worked in Chelmsford, Massachusetts for five years as an early intervention reading specialist, providing direct service to struggling kindergarten and first grade readers and consulting with classroom teachers. Her research focuses on early language and literacy learning and teaching, with a particular focus on vocabulary development and the interplay between conceptual knowledge and vocabulary development.

Dr. Dwyer has presented at local and national reading and educational research conferences on vocabulary development and instruction in early childhood settings. She has also published in The Reading Teacher, Early Childhood Research Quarterly, Journal of Literacy Research, and Early Childhood Education Journal. Dr. Dwyer is an appointed member of the editorial board for Reading Research Quarterly.

University of Michigan, Ph.D., Language, Literacy, and Culture, 2010

University of Michigan, M.A., Research Methods, 2007

Harvard University, Ed.M., Language and Literacy, 1999

Hobart and William Smith Colleges, B.A., Psychology and Education, Cum Laude, 1996

SED EC 305/605 “Child Development and Education”

SED EC 453/516  “Curriculum and Practice in Early Childhood Education:  Early Literacy and Social Studies Learning and Teaching”

SED LR 551 “Reading Development, Assessment, and Instruction in the Elementary School”

Dr. Dwyer's research focuses on vocabulary development and instruction in early childhood settings.

Read more about Dr. Dwyer's research.

Neuman, S.B., Newman, E., & Dwyer, J. (2011). Educational effects of an embedded multimedia vocabulary intervention for economically disadvantaged pre-K children: A randomized trial. Reading Research Quarterly, 46, 249-272.

Neuman, S.B., & Dwyer, J. (2011). Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research, 43, 103-129.

Neuman, S.B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. The Reading Teacher, 62, 384-392.

Dwyer, J. & Neuman, S.B. (2008). Selecting books for children birth through four: A developmental  approach. Early Childhood Education Journal, 35, 489-494.

Neuman, S.B., Koh, S., & Dwyer, J. (2008). CHELLO: The child/home environmental language and literacy observation. Early Childhood Research Quarterly, 23, 159-172.

Neuman, S.B., Dwyer, J., & Koh, S. (2007). The Child/Home Early Language and Literacy  Observation  (CHELLO). Baltimore, MD: Brookes Publishing.

Dwyer, J. (2011). The state of vocabulary instruction in widely-used first grade comprehensive literacy programs. Presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

Carlisle, J., Dwyer, J., Learned, J., Berebitsky, D., & Kelsey, B. (2011). Providing instructional support for students’ learning from texts in second and third grades. Paper presented at the annual meeting of the American Educational Research Association  (AERA), New Orleans, LA.

Dwyer, J., & Neuman, S.B. (2011). Evaluating the efficacy of the World of Words (WOW) preschool vocabulary intervention in increasing conceptual knowledge acquisition and transfer. Presented at the annual meeting of the Literacy Research Association (LRA)(formerly the National Reading Conference), Orlando, FL.

Dwyer, J., & Neuman, S.B. (2010). The influence of a preschool vocabulary intervention on  children’s vocabulary and conceptual knowledge. Presented at the annual meeting of the  National Reading Conference (NRC), Ft. Worth, TX.

Lee, V.E., Burkham, D.T., Dwyer, J. (2009). School mobility in the early elementary grades:  Frequency and impact from nationally-representative data. Commissioned by the National  Research Council and presented at a workshop on the Impact of Mobility and Change on the  Lives of Young Children, Schools, and Neighborhoods, Washington, DC.

Dwyer, J., & Halvorson, A. (2009). The influence of teacher beliefs about learning to read in kindergarten on instructional approaches and literacy achievement. Presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA.

Dwyer, J., & Neuman, S.B. (2009). Giving all children a good start: Strategies for narrowing the

vocabulary gap before children enter school.  Presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA.

Neuman, S.B., & Dwyer, J. (2008). The World of Words (WOW):  Increasing vocabulary knowledge and growth trajectory using a vocabulary intervention for at-risk early literacy learners. Presented at the annual meeting of the National Reading Conference (NRC), Orlando, FL.

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