Since becoming a doctoral student in fall 2015, Veronica has been working under the direction of her advisor, Stephanie Al Otaiba. Experiences include work on a project exploring early literacy curriculum based assessments used to identify children at risk for future reading difficulties. In addition to data collection and project support, Veronica conducted analyses to compare the relative utility of assessing growth on English and Spanish language versions for emerging bilingual kindergarteners. Her efforts honed an interest in investigating assessment at the intersection of bilingualism and high-incidence disabilities (i.e., LD, EBD). Such work is critical to extending evidence-based practices in data-based instruction to dual language learners.
Veronica looks forward to opportunities to explore a secondary interest in behavioral and psychosocial aspects of learning. A Mindset Study exploring mindset training paired with intensive reading intervention beginning fall 2017 promises to provide relevant experience.
Veronica is bilingual (Spanish-English) and enjoys exploring literary works in her native language from time to time. A native of Juarez, Chihuahua, Mexico, she is a long time Texan and currently resides with her family in the Dallas/Ft. Worth area.