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Marilyn Jager Adams

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This is an old revision of this page, as edited by Sennecaster (talk | contribs) at 12:48, 20 April 2021 (hopefully this sounds less like a resume or promo biography, still hesitant to remove the maintenance tag). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Dr. Marilyn Jager Adams (born December 14, 1948) is a specialist in cognition and education. She holds the position of Visiting Scholar at Brown University.[1]

Biography

Adams received a Ph.D. from Brown University in cognitive psychology and developmental psychology in 1975.[2]

Career

Adams chaired the Planning Committee and was a member of the Study Committee for the National Research Council's report, Preventing Reading Difficulties in Young Children (1998). She has been on the Planning or Steering Committee for National Assessment of Educational Progress (NAEP) Reading Assessment since 1992. She was on the Advisory Panel for the 2003 National Assessment of Adult Literacy (NAAL).

Adams was Senior Author of the Kindergarten and Grade 1 levels of Open Court Publishing Company's 1995 reading and writing program, "Collections for Young Scholars", which focused on better classroom reading programs within the Reading First component of the No Child Left Behind Act. [citation needed]

Adams was the Principal Scientist of Phonics Instruction of Scholastic Inc.’s phonics intervention and foundational reading program "System 44" and played a major role in designing "iRead".

Adams served as Literacy Advisor for "Sesame Street" and Senior Advisor for Instruction for PBS's "Between the Lions" since its inception. She is currently a Visiting Professor in the Cognitive and Linguistic Sciences Department at Brown University and Chief Scientist at Soliloquy Learning, a software company which she co-founded in 2000 to use automated speech recognition to support learning to read.

Honors

She is the recipient of the American Educational Research Association's Sylvia Scribner Award for outstanding research.[citation needed]

References

  1. ^ Brown University directory entry [1] Accessed May 16, 2016
  2. ^ Marilyn Adams C.V. [2] Accessed April 27, 2018

1. Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: The MIT Press.

2. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore: Paul H. Brookes.

3. http://products.brookespublishing.com/ABC-Foundations-for-Young-Children-P637.aspx 3. Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., and Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

4. McDaniel, J.E., Sims, C.H., & Miskel, C.G. (2001). The National Reading Policy Arena: Policy actors and perceived Influence. Educational Policy, 15, 92-114.

5. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development.

6. National Research Council. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.

7. http://products.brookespublishing.com/ABC-Foundations-for-Young-Children-P637.aspx

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