Student Profile

Alyssa Henry
PhD Candidate – Learning and Mind Sciences

I am interested in the reading experiences of school-aged children with autism spectrum disorder, and how these experiences affect social-emotional and cognitive development.

Research Interests

  • Reading development
  • Social cognition
  • Autism spectrum disorder (ASD)

Education

Ph.D. in Education (In Progress), University of California, Davis

B.S. in Psychology (2015), Fordham University

Faculty Advisors

Dr. Emily Solari, primary adviser

Dr. Peter Mundy, secondary adviser

Current Research Experience

Reading and Academic Development (RAD) Center

(Interventionist and Supervisor, October 2015 – August 2018). Involved in intervention research looking to adapt an evidence-based reading comprehension curriculum to better meet the needs of children with autism spectrum disorder.

Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties

(Graduate Student Researcher, September 2015-present). A project to evaluate the effect of the Reading RULES program, which was developed to help first-grade students who are at-risk for reading difficulties or disabilities in word reading and comprehension. This study in being conducted in schools in the greater Davis, CA area as well as the greater Houston, TX area.

Teaching Experience

EDU 115: Educating Students with Disabilities (Associate Instructor)

EDU 110: Educational Psychology

Teaching Assistant Experience: EDU 115; EDU 110; EDU 185: Learning in a Digital Age: Information, Schooling, and Society; EDU 100: Introduction to Schools

Publications

Henry, A.R., Solari, E.J., & McIntyre, N.S. (under review). A Listening Comprehension Intervention to   Support Narrative Production in Students with Autism Spectrum Disorders: Feasibility and Preliminary Outcomes. Autism & Developmental Language Impairments.

Solari, E.J., Henry, A.R., McIntyre, N.S., Grimm, R.P., Zajic, M.C., Towers, L.E., & Decker, C. (revise & resubmit). Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with ASD. Journal of Special Education.

Sparapani, N., Solari, E.J., Towers, L., McIntyre, N.S., Henry, A.R., & Zajic, M. (under review). Analysis of instructor-student interactions within a reading intervention for students with autism: Implications for instructional quality. Journal of Speech, Language, and Hearing Research.

Presentations 

Henry, A.R., Solari, E.J., McIntyre, N.S., Towers, L., & Zajic, M. (2018, July). Effects of a pilot listening comprehension intervention on narrative and oral language outcomes for students with autism. Paper presented at the Society for the Scientific Study of Reading Annual Conference, Brighton, UK.

Spang. E., Grimm, R., Solari, E.J., McIntyre, N.S., & Henry, A.R. (2018, July). Contributions of sight word identification vs. decoding to fluency in early first grade. Poster presented at the Society for the Scientific Study of Reading Annual Conference, Brighton, UK.

Henry, A.R., Solari, E.J., McIntyre, N.S., Zajic, M., & Mundy, P. (2017, July). Pragmatic language use during story generation: The effects of a comprehension intervention for children with autism. Poster presented at the Society for the Scientific Study of Reading Annual Conference, Halifax, Nova Scotia.

Sparapani, N., Solari, E.J., McIntyre, N.S., Henry, A.R., & Zajic, M. (2017, July). Analysis of instructor-student interactions within a listening comprehension intervention for children with autism: Implications for instructional effectiveness. Poster presented at the Society for the Scientific Study of Reading Annual Conference, Halifax, Nova Scotia.

Henry, A.R., Solari, E.J., McIntyre, N.S., Zajic, M., & Mundy, P. (2017, May). The effects of a comprehension intervention on the social cognitive elements of narrative generation in children with ASD. Poster presented at the International Meeting for Autism Research, San Francisco, CA.

Sparapani, N., Solari, E.J., McIntyre, N.S., Zajic, M., Henry, A.R., & Mundy, P.C. (2017, May). Strategic reading comprehension intervention for children with ASD: Developing an observational tool to identify patterns of active engagement and instructional support. Poster presented at the International Meeting for Autism Research, San Francisco, CA.

Solari, E., Grimm, R., McIntyre, N.S., Ferrer, E., Henry, A.R., Denton, C., Madsen, K., Zajic, M. (2016, July).Subgroup comparisons of the Simple View of Reading: Should fluency be added to the model for at-risk readers? Poster presented at the Society for the Scientific Study of Reading Annual Conference, Porto, Portugal.

Grimm, R., Solari, E., McIntyre, N., Ferrer, E., Henry, A.R., Denton, C., Madsen, K., Zajic, M. (2016, July). Tracking reading development of heterogeneous groups of first-grade students: A latent transition analysis. Poster presented at the Society for the Scientific Study of Reading Annual Conference, Porto, Portugal.

Solari, E., Grimm, R., McIntyre, N., Denton, C., Madsen, K., Ferrer, E., Henry, A. (2016, July). Subgroup comparisons of the Simple View of Reading: Should fluency be added to the model for at-risk readers? Poster, Society for the Scientific Study of Reading Annual Conference, Porto, Portugal.

Awards and Honors

Award for Scholarly Promise, Graduate Group in Education, UC Davis, 2018

James C. Higgins Memorial Award, Department of Psychology, Fordham University, Spring 2015.

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