Faculty/Staff/PhD

Affiliated Faculty

jason

Jason Anthony

Professor and Director

Phone: (813) 974-6009
Office: MHC 1706

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CFS Profile

Jason Anthony, Ph.D., Ed.S. is Director of USF’s Rightpath Research and Innovation Center, Professor in the departments of Child and Family Studies, and Courtesy Professor in Communication Sciences and Disorders.

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.

Education
Postdoctoral Fellowship

University of Houston, Houston, TX.                           Research Methods & Statistics

 2004
Ph.D.

Florida State University, Tallahassee, FL.                      Clinical Psychology (child and adolescent concentration)

2001
Predoctoral Fellowship

Florida State University, Tallahassee, FL.                                             Developmental Disabilities

2000
Ed.S.

FLORIDA STATE UNIVERSITY, Tallahassee, FL. School Psychology

1999
M.S

Florida State University, Tallahassee, FL.                      Clinical Psychology (child and adolescent concentration)

  1996
B.A

WAYNE STATE UNIVERSITY, Detroit,MI                                Liberal Arts Honors and Psychology Honors

  1993

Teaching

  • MHS 6915 012 R | Directed Research in Bhv & SS
  • MHS 7980 013 G | Dissertation

 

Recent Scholarly Activity

  • 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. 

  • Anthony, J. L., Chen, Y. J., Williams, J. M., Cen, W., & Erazo, N. A. (2020). U.S. children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement. Journal of Educational Psychology, 1-15 doi:10.1037/edu0000534

  •  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. 

  • 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. 

  • 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.  

  • 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. 

  • 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. 

  • 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. 

  • 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.  

  • 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.  

  • 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.