Our Researchers

The ALL team is comprised of leading experts from a variety of research fields spanning from early intervention and special education up through education methodology and policy.

Gina Biancarosa, Ed.D.

Gina Biancarosa is an associate professor in the Department of Educational Methodology, Policy, and Leadership. She also works at the Center for Teaching and Learning. Dr. Biancarosa’s research interests encompass measurement of reading processes, reading comprehension and meta-representational skill and development, heterogeneity of reading difficulties among grade 4-12 struggling readers, and the measurement and effects of literacy professional development for teachers and coaches.

Additional information at https://education.uoregon.edu/users/biancarosa

Watch a video about her research: MOCCA

Email: ginab@uoregon.edu

Ruby Batz, Ph.D.

Ruby’s research focuses on diverse modalities of parenting interventions and its effects on young children with or at risk for developmental delays and behavioral issues, especially those from culturally and linguistically diverse backgrounds. She is also interested in race, inequality, and language in early intervention/early childhood education for young Dual Language Learners, and in translating that research into practices that can be used by teachers, parents, and other caregivers to promote children’s school readiness.


Email: srb@uoregon.edu

Erin Chaparro, Ph.D.

Erin Chaparro is currently the co-principal investigator of the Oregon Scaling Up Effective Behavior and Instructional Schoolwide Systems (EBISS). Oregon Scaling Up EBISS is an Office of Special Education Programs funded State Personnel Development Grant awarded to the Oregon Department of Education. The EBISS teaming framework is providing a national model for the blending of behavior and academic data-based decision making within a tiered system of support. Dr. Chaparro has worked with state departments of education across the country (i.e. South Dakota, Utah, New Mexico, Arizona, Alaska, Wyoming, and Colorado) on the topic of effective and explicit instruction and assessment for at-risk learners. She has worked as a school psychologist, a special education teacher, and a school counselor.

Additional information at https://education.uoregon.edu/users/chaparro

Email: echaparr@uoregon.edu

Lauren M. Cycyk, Ph.D.

Lauren M. Cycyk, PhD, CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences. Her research focuses on sociocultural and environmental influences on the dual Spanish-English language development of young children from Latino backgrounds as well as caregiver-centered language interventions that promote positive communication and educational outcomes of Latino children from the earliest ages.  Lauren is a nationally-certified Speech-Language Pathologist who has served bilingual children and families in early intervention settings, elementary schools, hospitals, and private practice in both the United States and Mexico. She has been recognized for her work by the Office of Multicultural Affairs of the American Speech-Language-Hearing Association and was selected as an Emerging Scholar by the Bridging the Word Gap National Research Network.

Additional information at https://education.uoregon.edu/users/lauren-cycyk

Email: lcycyk@uoregon.edu

Stephanie DeAnda, Ph.D.

Stephanie De Anda, PhD CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. Professor De Anda is a licensed Speech-Language Pathologist and a Latina scholar and has published scientific articles focused on single and dual language learning infants and toddlers in Mexico, the US, and Canada. She has been funded by grants from the National Institutes of Health (NIH) and awarded the Outstanding Dissertation of the Year in 2018 by the International Congress for Infant Studies. She co-directs the Early Dual Language Development Lab made up of a cross-disciplinary group of undergraduate and graduate students. The lab collaborates with colleagues in Education, Linguistics, Psychology and Speech-Language Pathology.

Additional information at https://education.uoregon.edu/people/faculty/sdeanda

Email: lduran@uoregon.edu

Lillian Durán, Ph.D.

Lillian Durán has a Ph.D. in Educational Psychology from the University of Minnesota and her research is focused on improving instructional and assessment practices with preschool-aged dual language learners (DLLs). She teaches graduate coursework in early literacy and early childhood special education.

Additional information at https://education.uoregon.edu/users/lillian-duran

Email: lduran@uoregon.edu

Beth Harn, Ph.D. 

Beth Harn is an associate professor in special education who teaches graduate-level courses in special education and school psychology, including Design of Instruction, History of Special Education,  and Introduction to Learning Disabilities. She has previously taught classes on educational assessment and systems level academic interventions. She has expertise in early literacy assessment, instruction, and intervention development and implementation.

Additional information at https://education.uoregon.edu/users/harn

Email: bharn@uoregon.edu

Sylvia Linan-Thompson, Ph.D. 

Sylvia Linan-Thompson is an associate professor at the University of Oregon in the Department of Special Education and Clinical Sciences and is affiliated with the Center on Teaching and Learning. Her primary research interests are examining appropriate instructional and assessment practices for English learners. She was previously at The University of Texas. She also works on international development projects in education and has collaborated with the World Bank, UNESCO, and the US Agency for International Development on education projects in Latin America and the Caribbean, Africa, and Asia.

Additional information at https://education.uoregon.edu/users/sylvia-thompson

Email: sthomps5@uoregon.edu

Audrey Lucero, Ph.D.

Audrey Lucero is an assistant professor whose work broadly investigates the experiences of Spanish-speaking Latin@s with the U.S. public school system. Three specific strands of inquiry guide her current research agenda: 1) oral language and reading achievement among young Spanish-English emergent bilingual children; 2) dual language immersion education programs as venues for biliteracy development and community empowerment; and 3) the experiences of Latin@ undergraduate students at predominantly White state universities. She has presented at national and international conferences, and her work has been published in Anthropology and Education Quarterly, Linguistics and Education, Journal of Early Childhood Literacy, Child Development and elsewhere.

Additional information at https://education.uoregon.edu/users/lucero

Email: alucero@uoregon.edu

Ilana Umansky, Ph.D.

Ilana Umansky’s work focuses on quantitative and longitudinal analysis of the educational opportunities and outcomes of immigrant students, emerging bilingual students, and students classified in school as English learners (ELs). She studies EL course-taking and access to core academic content, the effects of the EL classification system, and how educational outcomes vary for students in different linguistic instructional environments. She is currently collaborating with school districts in San Francisco and Salem and the Oregon Department of Education as they work to improve educational opportunities for their ELL students. Prior to getting her Ph.D. at Stanford University in Sociology of Education and Race, Inequality and Language in Education, Umansky worked in educational equity and quality research in Nicaragua, Mexico, Colombia, El Salvador, and other countries in Latin America. Her work has been awarded by the National Academy of Education, the Spencer Foundation, the Fulbright Foundation, and the American Educational Research Association’s Bilingual Education Special Interest Group.

Additional information at https://education.uoregon.edu/users/ilana-umansky

Email: ilanau@uoregon.edu