Alison Bailey Associate Professor Psychological Studies in Education 3302A Moore Hall (310) 825 1731 abailey@gseis.ucla.edu

Education

Ed.D. in Human Development and Psychology, Harvard University, 1995
Ed.M. in Acquisition of Language and Culture, Harvard University, 1991

Research Interests

Research interests include children's early linguistic expression of a theory of mind, the development of narrative and theory of mind skills in children with autism, the development of ethnic identity, metacognitive skills and bilingualism/biliteracy in school-age children, and parent facilitation of narrative development: specifically looking at dyads of parents and children with language impairments at risk for literacy acquisition.

Dr. Bailey is also a Faculty Associate Researcher and Co-Project Director for Assessing English Language Proficiency at the Center for The Study of Evaluation & National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Teaching interests are in language and cognitive development, acquisition of literacy, bilingualism, atypical language development, narrative analysis and research design and methods

Recent Publications

Bailey, A.L. (Forthcoming). Assessing the language of young learners. In. Shohamy, E. (Ed.) Encyclopedia of Language and Education, Vol. 7: Assessment.

Bailey, A. L., & Drummond, K. (In press). Who?s at risk and why?  Teachers? understanding of early literacy and their rationale for the selection of students for targeted intervention. Educational Assessment.

Taylor, A., Bailey, A., Cooper, P., Dwyer, C.A., Lieb, B., (Forthcoming). Gender differences in Reading and communication skills. In Klein, S. S. (Ed.). Handbook for Achieving Gender Equity through Education. Mahwah, NJ: Lawrence Erlbaum Publishers.

Bailey, A., Butler, F., & Sato, E. (In press). Standards-to-standards linkage under Title III: Exploring common language demands in ELD and science standards. Applied Measurement of Education. (Also available as CSE Tech Report 667. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing. Forthcoming at CRESST.

Bailey, A. L. & Moughamian, A. C.  (In press). Parental scaffolding of narrative development in emergent readers and readers. Narrative Inquiry.

Bailey A. L. (2006). From Lambie to Lambaste: The conceptualization, operationalization and use of academic language in the assessment of ELL students.  In K. Rolstad (Ed.) Rethinking School Language. Mahwah, NJ: LEA.

Bailey, A.L. (2005). Test review: Cambridge young learners English (YLE) tests. Language Testing, 22, (2), 1-11.

Bailey, A. L. (Forthcoming, 2006). Language Demands of School: Putting academic English to the test. New Haven CT: Yale University Press.

Bailey, A.L., Heritage, M., & Silva, N. (In preparation). Formative Assessment for Literacy Instruction: Developing academic language and reading proficiency in diverse learners. Thousand Oaks, CA: Corwin/Sage Press

McCabe, A. K., Bailey, A.L., Melzi. G. (In preparation). Spanish-language Narration and Literacy. Cambridge University Press.

Links

Literacy Development Checklist Project

CRESST