Linda+S.+Siegel

 ** Linda S. Siegel ** by Blanca Rivera Dr. Siegel is the Dorothy C. Lam Chair in the Department of Special Education and is Associate Dean for Graduate Studies and research at the University of British Columbia. She has also taught at the University of Missouri, McMaster University, and the University of Toronto. Dr. Siegel specializes in dyslexia and other learning disabilities as well as the development of very low birth weight infants. She has over 130 peer-reviewed publications that cover oral language development, reading, writing, and spelling. Dr. Siegel has received international recognition for her research in bilingualism, ESOL, and the language learning of French, Spanish, Chinese, Arabic, Italian, and Portuguese. She has served as the Associate Editor of //Child Development// and Editor of the //International Journal of Behavioral Development//, while participating in review panels in the United States, Canada, and Hong Kong. ·  Directing an English immersion program in Xian, China ·  Conducting research in English-language teaching in Hong Kong Educational and Counseling Psychology and Special Education University of British Columbia Faculty of Education 2125 Main Mall Vancouver, B.C. V6T 1Z4 “Literacy Instruction for Language-Minority Children in Special Education Settings” By Diane August and Linda S. Siegel This section of the NLP report reviewed studies that looked at a variety of techniques designed to improve language and literacy development of language-minority students with special needs. Although all the students represented in the studies were language-minority students in special education, some may not have been learning disabled, but limited English proficient. The study delineated some of the strategies involved in studies reviewed which included behavioral approaches, cognitive or learning strategy approaches, holistic, and interactive approaches that encourage discussion of ideas. Other findings identified were that the students’ native language helped them develop the second language they were trying to acquire, and that the context in which they learned influenced their discourse and development.  ·  Chiappe, P., Stringer, R., Siegel, L. S., & Stanovich, K. E. (2002). “Why the timing deficit hypothesis does not explain reading disability in adults.” //Reading// //and Writing: An Interdisciplinary Journal//, 15, 73-107.  ·  D'Anguilli, A., Siegel, L. S., & Serra, E. (2002). “The development of reading in English and Italian in bilingual children.” //Applied Psycholinguistics//, 22, 479-507.  ·  Gang, M. & Siegel, L.S. (2002). “Sound-symbol learning in children with dyslexia.” //Journal of Learning Disabilities//, 35, 137-157.  ·  Molfese, V., Karp, K., and Siegel, L. (2002). “Recommendations for writing successful proposals from the reviewer’s perspective.” //SRA Journal//, 33, 21-24. ** Memberships: ** Canadian Psychological Association Society for Research in Child Development International Society for the Study of Behavioural Development International Academy for Research on Learning Disabilities American Psychological Society
 * Education **
 * Received her M.S. (1964) and Ph.D. (1966) degrees from Yale University
 * Received her B.A. (1963) degree from Queens College of the City of University of New York
 * Current Work **
 * Contact Information **
 * SCARFE || 2501/304B ||
 * Phone: || (604) 822-0052/5720 ||
 * Fax: || (604) 822-3302 ||
 * E-mail: || linda.siegel@ubc.ca   ||
 * Review of Major Study **
 * Research Studies **
 * Siegel, L. S. S. (1983). “Correction for prematurity and its consequences for the assessment of the very low birth weight infant.” //Child Development,// 54, 1176-1188.
 * Siegel, L. S. S & Ryan, E. B. (1989) “The development of working memory in normally achieving and subtypes of learning disabled children.” //Child Development,// 60, 973-980.
 * Chan, C.K.K. & Siegel, L. S. (2001). “Phonological processing in reading Chinese among normally achieving and poor readers//.” Journal of Experimental Child Psychology//, 80, 23-43.
 * Siegel, L.S. (1999). ‘Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University.” //Journal of Learning// //Disabilities//, 32, 304-319.
 * Recently Published Work **
 * Chiappe, P., Siegel, L. S., & Gottardo, A. (2002). “Reading-related skills of kindergartners from diverse linguistic backgrounds.” //Applied Psycholinguistics//, 23, 95-116.
 * Websites **
 * http://www.ecps.educ.ubc.ca/faculty/siegel.html**
 * http://www.foothillsacademyworldsummit.ca/main/page.php?page_id=53**
 * http://www.childes.cn/siegel/siegel.htm**
 * http://ldx.sagepub.com/cgi/content/abstract/38/5/473**
 * http://www.research-works.ca/PDFfiles/Facts-Siegel.pdf**