Alissa A. LangeAssistant Research Professor P: (848) 932-4350 x23127 F: (732) 932-4360 E: firstname.lastname@example.org
Dr. Lange’s research focuses on teaching and learning in early educational settings, and the links among content areas, such as STEM (science, technology, engineering, and mathematics) and language. She is interested in issues impacting the teaching and learning of vulnerable or under-served populations, such as English or Dual language learners (ELLs; DLLs), and children from low-resource communities. She is the PI of a preschool professional development project funded by the National Science Foundation to promote high-quality STEM education, with supports for DLLS called SciMath-DLL. She created the Math and Science Story Time (MASST) series, which is a library-based, Spanish-English bilingual story and activity program for Spanish-speaking children and their families. Other areas of interest include early assessment, program evaluation, and educational technology. More information on current projects can be found here: www.ecstemlab.org.
Prior to arriving at NIEER, Dr. Lange was a Fulbright Scholar in Colombia and an Institute of Educational Sciences (IES) Postdoctoral Fellow. Dr. Lange worked on multiple large-scale U.S. Department of Education-funded projects focused on early mathematics; one of which she directed. She has taught children and adults and provided professional development to preschool teachers in Spanish and in English. Dr. Lange is a member of the Society for Research in Child Development (SRCD), the American Educational Research Association (AERA), and the National Association for the Education of Young Children (NAEYC). She received her Ph.D. in Psychology from Queen’s University Belfast, in Northern Ireland.
Lange, A. A., Brenneman, K. & El-Mosslimany, H. (2015). Using Number Games to Support Mathematical Learning in Preschool and Home Environments. In Alissa A. Lange (Chair), How simple math interventions interact with child and adult language to improve outcomes for young children. Paper symposium presented at the biennial meeting of the Society for Research in Child Development (SRCD), March 19-21, Philadelphia, PA.
Arias-Velandia, N., Lange, A. A., & Flórez-Romero, R. (2015). Preliminary validity and reliability evidence for a Spanish-language version of an early oral language tool using narrative retell. Poster presented at the biennial meeting of the Society for Research in Child Development (SRCD), March 19-21, Philadelphia, PA
Lange, A. A., Brenneman, K. & Quinn, J. (2014). Incorporating language into early math instruction using research-based, developmentally-appropriate strategies and activities. Paper presented at the annual meeting of the National Association for the Education of Young Children (NAEYC), November 5-8, Dallas, TX.
Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489–502.
Van Kleek, A., Lange, A. A., & Schwartz, A. L. (2011). The effects of race and maternal education level on children’s retells of the Renfrew Bus Story – North American Edition. Journal of Speech, Language, and Hearing Research, 54, 1546-1561.