Jason Anthony, PhD, EdS
Jason Anthony, Ph.D., Ed.S. is a Professor at the University of South Florida in the Department of Child and Family Studies and Director of the Rightpath Research and Innovation Center.
Dr. Anthony specializes in assessment of children, language and literacy acquisition, learning and developmental disabilities, family-and school-based interventions, and program evaluation and statistics. He is Associate Editor of the Journal of Educational Psychology, and he has previously served on the editorial boards of Journal of School Psychology, Journal of Learning Disabilities, Applied Psycholinguistics, Scientific Studies of Reading, and Annals of Dyslexia. Dr. Anthony’s research focusses on language and literacy development, evaluation of prevention and intervention programs for children at risk of academic failure, construction of measures of school readiness skills, and application of advanced statistics to educational research. His research has been recognized with awards granted from the American Psychological Foundation, the American Psychological Association, and the International Reading Association.
He earned his master’s and doctorate degrees in Clinical Psychology and his education specialist degree in School Psychology from Florida State University. He also completed a fellowship in multidisciplinary approaches to developmental disabilities at Florida State University, a clinical psychology residency at University of Washington School of Medicine, and a postdoctoral fellowship at the University of Houston Texas Institute for Measurement, Evaluation and Statistics.
Recent Published Manuscripts
Neumann MM, Anthony JL, Erazo NA and Neumann DL (2019) Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. Front. Educ. 4:116. https://doi.org/10.3389/feduc.2019.00116
Foster, M., Anthony, J. L., Zucker, T. A., & Branum-Martin, L. (2018). Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.02.007
Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J. H., & Williams, J. M. (2018). Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial. Early Childhood Research Quarterly, 43, 83-95. https://doi. org/10.1016/j.ecresq.2018.01.009
Piasta, S. B., Farley, K. S., Phillips, B. M., Anthony, J. L., & Bowles, R. P. (2017). Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter Sound Short Forms. Assessment for Effective Intervention.https://doi.org/10.1177/1534508417737514
Anthony, J. L. (2016). For which children of economic disadvantage and in which instructional contexts does Earobics Step 1 improve literacy? Journal of Research on Educational Effectiveness, 9, 54-76. https://doi.org/10.1080/19345747.2016.1167529
Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J. H., & Williams, J. M. (2016). Improving mathematics learning of kindergarten students through computer assisted instruction. Journal for Research in Mathematics Education, 47(3), 206-232. https://www.jstor.org/stable/10.5951/jresematheduc.47.3.0206
Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound knowledge assessments. Elementary School Journal, 116, 523-548. http://dx.doi.org/10.1086/686222
Foster, M., Anthony, J. L., Clements, D. H., & Sarama, J. H. (2015). Processes in the mathematical development of kindergarten children. Journal of Experimental Child Psychology, 56-73. 140, 56-73. http://dx.doi.org/10.1016/j.jecp.2015.07.004
Anthony, J. L., Dunkelberger, M., & Aghara, R. (2014). Development and validation of a brief assessment of preschoolers’ articulation: The Houston Sentence Repetition Test of Articulation. Communication Disorders, Deaf Studies & Hearing Aids,2, 120. 2:4. https://doi:10.4172/2375-4427.1000120
Anthony, J. L., Davis, C., Williams, J. M., & Anthony, T. I. (2014). Preschoolers’ oral language abilities: A multilevel examination of dimensionality. Learning and Individual Differences, 35, 56-61. https://doi.org/10.1016/j.lindif.2014.07.004
Anthony, J. L., Williams, J. M., Zhang, Z., Landry, S. H., Dunkelberger, M. J. (2014). Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading. Early Education and Development, 25, 493-514. https://doi.org/10.1080/10409289.2013.812484
Landry, S. H., Assel, M. A., Anthony, J. L., & Swank, P. R. (2013). Development of a Universal Screening and Progress Monitoring Tool and Its Applicability for Use in Response to Intervention. In V. Buysse & E. S. Peisner-Feinberg (Eds), Handbook of Response to Intervention in Early Childhood. (pp. 155-168). Baltimore, Maryland: Paul H. Brookes.
Mellard, D. F., Anthony, J. L., & Woods, K (2012). Understanding oral reading fluency among adults with low literacy: Dominance analysis of contributing component skills. Reading and Writing: An Interdisciplinary Journal, 25, 1345-1364. https://link.springer.com/article/10.1007/s11145-011-9322-y
Phillips, B., Piasta, S., Anthony, J. L., & Lonigan, C. J. (2012). IRTs of ABCs. Journal of School Psychology, 50, 461-481. https://dx.doi.org/10.1016%2Fj.jsp.2012.05.002
Williams, J. M., Landry, S. H, Anthony, J. L., & Swank, P. R.. (2012). An empirically based statewide system for identifying quality pre-kindergarten programs. Education Policy Analysis Archives, 20, 1-33. https://doi.org/10.14507/epaa.v20n17.2012
Anthony, J. L., Williams, J. M., Duran, L., Gillam, S., Liang, L., Aghara, R., Swank, P., Assel, M., & Landry, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103, 857-876. https://www.academia.edu/14320452/Anthony_et_al_JEP_2011
Anthony, J. L., Greenblatt Aghara, R., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z., (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech Language Pathology, 20, 146- 160. https://doi.org/10.1044/1058-0360(2011/10-0053)
Anthony, J. L., Aghara, R. G., Solari, E. J., Dunkelberger, M. J., Williams, J. M., & Liang, L. (2011). Quantifying phonological representation abilities in Spanish speaking preschool children. Applied Psycholinguistics, 32, 19-49. https://doi.org/10.1017/S0142716410000275
Landry, S., Swank, P., Anthony, J. L., & Assel, M. (2011). An Experimental Study Evaluating Professional Development Activities within a State Funded Pre- Kindergarten Program. Reading and Writing: An Interdisciplinary Journal, 24, 971-1010. https://link.springer.com/article/10.1007/s11145-010-9243-1
Anthony, J. L., Williams, J. M., Aghara, R., Dunkelberger, M., Novak, B., & Mukherjee, A. D. (2010). Assessment of individual differences in phonological representation. Reading and Writing: An Interdisciplinary Journal, 23, 969-994. https://link.springer.com/article/10.1007/s11145-009-9185-7