Faculty Research Profiles: Richard Anderson

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Professor

Cognitive Science of Teaching and Learning
Educational Psychology
158A Children's Research Center
51 Gerty Dr. MC 670

Director

Center for the Study of Reading
Bureau of Educational Research
217 333-5845
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Research Biography

I currently have two active programs of research. The first is comparative analysis of learning to read alphabetic and nonalphabetic languages, especially English and Chinese. The second examines children's intellectual and social development in the context of free-flowing open-format discussions.

Degrees

  • Ed.D., Educational Psychology, Harvard University, 1960
  • A.M.T., Social Science Education, Harvard University, 1957
  • A.B.,cum laude, American History, Harvard University, 1956

Key Professional Appointments

  • Honorary Professor, Department of Applied Social Sciences, Hong Kong Polytechnic University, 2006-----
  • Professor, School of Psychology, Beijing Normal University, 2003-----
  • President, China Children's Books, 2002-----
  • Director, Center for the Study of Reading, University of Illinois at Urbana-Champaign, 1976-----
  • Professor, Department of Psychology, University of Illinois at Urbana-Champaign, 1967-----
  • Professor, Department of Educational Psychology, University of Illinois at Urbana-Champaign, 1967-----

Activities & Honors

  • Sylvia Scribner Award, American Educational Research Association, 2006
  • Distinguished Career Teaching Award, College of Education, 2002
  • Outstanding Mentor Award, University of Illinois at Urbana-Champaign, 2001
  • Edward L. Thorndike Award, American Psychological Association, 1997
  • Distinguished Research Award, American Educational Research Association, 1994
  • William S.Gray Citation of Merit, International Reading Association, 1992
  • University Scholar, University of Illinois at Urbana-Champaign, 1988
  • Oscar Causey Award, National Reading Conference, 1987
  • Fellow, National Academy of Education, 1979- present

Grants

  • Principal Investigator, Mindful Instruction of Nonmainstream Children, Institute of Education Sciences, 2008
  • Principal Investigator, Improving Comprehension and Writing through Reasoned Argumentation, U.S. Department of Education, 2004

Selected Publications

  • Kuo, L.-J., & Anderson, R. C. (2008). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In K. Koda and A. Zehler (Eds.), Learning to Read across Languages. Mahwah, NJ: Lawrence Erlbaum Associates. (pp. 39-67).
  • Dong, T., Anderson, R. C., Kim, I., & Li, Y. (2008). Collaborative Reasoning in China and Korea. Reading Research Quarterly, 43, 400-424.
  • Reznitskaya, A., Anderson, R. C., Dong, T., Li, Y., Kim, I.-H., & Kim, S.-Y. (2008). Learning to think well: Applications of argument schema theory. In Cathy Collins Block and Sheri Parris (Eds.).Comprehension instruction: Research-based best practices. (Second Edition). New York: Guilford Press. (pp. 196-213).
  • Kim, I., Anderson, R. C., Nguyen-Jahiel, K., & Archodidou, A. (2007). Discourse patterns during children’s collaborative online discussions. The Journal of the Learning Sciences, 16, 333-370.
  • Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in Chinese children's reading of English words. Journal of Educational Psychology, 99, 852-866.

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