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Jeannette Mancilla-Martinez

Associate Dean for Academic Affairs and Graduate Education, Office of the Dean
Associate Professor, Department of Special Education

Jeannette Mancilla-Martinez is an associate professor in the Department of Special Education, as well as Associate Dean for Academic Affairs and Graduate Education for Peabody College. She holds a M.Ed. and Ed.D. in language and literacy from Harvard University, as well as a B.A. in liberal studies with a concentration in English and Spanish from Mount Saint Mary's College.She is a 2013 National Academy of Education/Spencer Postdoctoral Fellow, a 2013 Hellman Fellow, and, most recently, a 2017 English Language Learners Policy Fellow.

Jeannette’s program of research is focused on advancing students’ language and reading comprehension outcomes, including those of students from Spanish-speaking, low-income homes. The studies she is engaged in build on her earlier research in reading development and focus on the central role of supporting students’ language comprehension to mitigate later reading comprehension difficulties. 

Jeannette has presented her work widely at professional conferences, domestically and internationally, including the American Educational Research Association, the Society for the Scientific Study of Reading, the Society for Research in Child Development, and the National Dual Language Institute. Her work is also featured in several peer-reviewed journals, including the Journal of Educational Psychology, Child Development, and Reading and Writing: An Interdisciplinary Journal. She is co-author of Teaching Vocabulary to English Language Learners (2013), and is an Associate Editor for Educational Researcher and AERA Open.

Jeannette has just been appointed to the National Assessment of Education Progress Standing Committee on Reading.

LLD-CLED

The Language and Literacy Development of Culturally, Linguistically, and Economically Diverse Learners (LLD-CLED) Research Group is currently focused on two projects: one investigating connections between Spanish-English dual language learners’ conceptually-scored vocabulary and their reading comprehension development, and the second exploring the quality and quantity of talk in preschool classrooms with large numbers of Spanish-English dual language learners. More information can be found here.