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Linnea Ehri
Position: Distinguished Professor Emerita
Campus Affiliation: Graduate Center
Degrees/Diplomas: Ph.D. (1970) in Educational Psychology at the University of California, Berkeley
Research Interests: Reading and spelling acquisition and disability, literacy, psycholinguistics, cognitive and language development.

I am a Distinguished Professor at the Graduate Center of the City University of New York. I am a member of the faculty in Educational Psychology and in Speech Language and Hearing Sciences. I conduct research on literacy acquisition. I am especially interested in how children learn to read and spell and what causes some children difficulty in becoming good readers and spellers. For more information about my research, you can examine the papers I have published (see below).


  • B.S. (1963) in Psychology at the University of Washington, Seattle.
  • M.A. (1966) in Psychology at San Francisco State University
  • Ph.D. (1970) in Educational Psychology at the University of California, Berkeley
Dissertation: The Relevance of Some Linguistic Variables in Noun Pair Learning and Prompted Sentence Recall: An Anatomy of the Deep Structure

Doctoral Dissertations of Students I Have Supervised

I have or am currently chairing dissertations for the following students:

  •  Daphne Greenberg: Are word reading processes the same or different in adult literacy students and 3rd-5th graders matched for reading level? (published in 1997, Journal of Educational Psychology, 89, 262-288)
  • Barbara DiBenedetto: Analogous nonword reading in normal and poor decoders at a variety of word recognition levels: Comparisons before and after remedial intervention.
  • Howard Fogel: Teaching elementary students who speak Black English Vernacular to write in Standard English: Effects of dialect transformation practice. (published in 2000, Contemporary Educational Psychology, 25, 212-235)
  • Maria Castiglioni-Spalten: Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling. (published in 2003, Scientific Studies of Reading, 7, 25-52)
  • Alpana Bhattacharya: Graphosyllabic analysis helps adolescent struggling readers read and spell words. (published in 2004, Bhattacharya, A. & Ehri, L. Journal of Learning Disabilities, 37, 331-348.
  • Diane Slonim:  Do phonological deficits in reading-disabled children stem from imprecise phonological representations?
  • Dr. Alba Langenthal: How do novice and experienced first-grade teachers evaluate reading progress in their students?
  • Donna Marie Wright: Do beginners remember orthography: The case of doubled letters? (published in 2007, Wright, D. & Ehri, L. Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics, 28, 115-133.
  • Esther Halberstam Scheiner: How teaching word families affects beginners’ reading and spelling.
  • Julie Rosenthal: Does seeing spellings help students learn new vocabulary words? (published in 2008, Rosenthal, J. & Ehri, L. The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175-191.)
  • Marcy Zipke: Metalinguistic instruction improves third graders’ reading comprehension. (published in 2009, Zipke, M., Ehri, L., & Cairns, H. Using semantic ambiguity instruction to improve third graders’ metalinguistic awareness and reading comprehension: An experimental study. Reading Research Quarterly, 44, 300-321. 
  • Adina Shmidman: Integrated pictorial mnemonics in English help preschoolers learn Hebrew letter-sound relations. (published in 2010,  Shmidman, A. & Ehri, L. Embedded picture mnemonics to learn letters. Scientific Studies of Reading. 14, 159-182.
  • Alan Tener: Dynamic assessment of word attack skill in phonologically disabled readers.
  • Simone Nunes: Understanding vowel knowledge in the process of learning to read and spell.
  • Mark Lauterbach: The acquisition of conventional spelling patterns by pre-conventional spellers: A developmental analysis.
  • Alicia Senia: The role of pictures when partial alphabetic readers learn new sight words.
  • Nancy  Boyer: Phonemic awareness instruction: Effects of letter manipulations and articulation training on learning to read and spell. (in press, Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading.)
  • Catherine Constable: A comparison of segmented versus continuous speech production in a decoding program for children with specific language impairment.
  • Connie Petropoulos: Explaining early reading difficulty: A study of  teachers’ psycholinguistic knowledge.
  • Astrid Rodriguez: The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language.

Professional Activities

Positions Held

1997-present Coordinator, Concentration in Language and Literacy, CUNY Graduate Center.

1993-present Appointment to faculty in Speech Language and Hearing Sciences, CUNY Graduate Center.

August 1991-present Distinguished Professor, Ph.D. Program in Educational Psychology, Graduate Center, City University of New York.

1970-1991 Professor, Division of Education, University of California, Davis.


  • American Educational Research Association (AERA) Division C

  • American Educational Research Association (AERA) Division C

  • American Psychological Association (APA)

  • Division 15 Educational Psychology

  • American Psychological Society

  • International Reading Association (IRA)

  • National Reading Conference (NRC)/Literacy Research Association (LRA)

  • Psychonomic Society

  • Society for Research in Child Development (SRCD)

  • Society for the Scientific Study of Reading (SSSR)


  • Journal of Educational Psychology

  • Reading Research Quarterly

  • Journal of Reading Behavior

  • Educational Psychologist

  • Review of Research in Education

  • National Reading Conference Yearbook

  • Learning and Individual Differences

  • Reading and Writing: An Interdisciplinary Journal

  • Journal of Experimental Child Psychology

  • Scientific Study of Reading