Faculty & Staff


Jason Anthony, PhD

Jason Anthony, PhD, EdS

Professor and Director, Rightpath Research and Innovation Center

Phone: 813-974-6009
Office: MHC 1706

Send an email
View Curriculum Vitae

Jason Anthony, Ph.D., Ed.S. is a Professor at the University of South Florida in the Department of Child and Family Studies and Director of the Rightpath Research and Innovation Center.

Dr. Anthony specializes in assessment of children, language and literacy acquisition, learning and developmental disabilities, family-and school-based interventions, and program evaluation and statistics. He is Associate Editor of the Journal of Educational Psychology, and he has previously served on the editorial boards of Journal of School Psychology, Journal of Learning Disabilities, Applied Psycholinguistics, Scientific Studies of Reading, and Annals of Dyslexia. Dr. Anthony’s research focusses on language and literacy development, evaluation of prevention and intervention programs for children at risk of academic failure, construction of measures of school readiness skills, and application of advanced statistics to educational research. His research has been recognized with awards granted from the American Psychological Foundation, the American Psychological Association, and the International Reading Association.

He earned his master’s and doctorate degrees in Clinical Psychology and his education specialist degree in School Psychology from Florida State University. He also completed a fellowship in multidisciplinary approaches to developmental disabilities at Florida State University, a clinical psychology residency at University of Washington School of Medicine, and a postdoctoral fellowship at the University of Houston Texas Institute for Measurement, Evaluation and Statistics.

Current Research

School Readiness Curriculum Based Measurement System (SRCBM)

The School Readiness Curriculum Based Measurement System (SR-CBM) is intended to help address the pressing need for assessment tools that teachers can use to efficiently identify children’s strengths and weaknesses in English and Spanish, monitor students’ learning, and inform instruction. This project is creating research-based progress monitoring tools for both English-speaking children and Spanishspeaking children aged 3 to 6 years. SRCBM assess vocabulary, names of letters, sounds associated with letters and letter combinations, phonological awareness, mathematics, and science. Many children, especially those from ethnic and language minority groups, lag behind in development of these critical school readiness skills, which places them at risk for academic failure. SRCBM includes brief parallel English tests and brief parallel Spanish tests of each school readiness domain. These short forms are designed for educators to use for universal screening, benchmark testing, and progress monitoring. Expanded English and Spanish versions are designed for those with advanced assessment training, e.g., evaluators, diagnosticians, psychologists, and researchers, who engage in program evaluation, diagnosis, and educational research.

The Effect of Definitions, Contextual Support, and Cognate Status on 4th Grade Spanish-Speaking English Learner’s Understanding of Unfamiliar Words

This funding examines how word definitions, contextual support, and cognate status affect 4th grade Spanish speaking English learners’ (EL) understanding of unfamiliar words in text. The inclusion of monolingual and bilingual dictionary definitions as a support for independent word learning is a ubiquitous practice in EL instruction, yet, the field lacks experimental work that isolates and tests the effect of dictionary definitions on EL vocabulary learning. Research on effective vocabulary instruction for ELs has typically relied on interventions that include multiple teaching strategies, each considered exemplary of best practice, but that lack evidence of their unique contribution to EL vocabulary learning. The value of definitions as supports for independent learning has been brought into question in research with monolingual English speakers. The bulk of this work suggests that definitions are mostly ineffective in promoting independent learning of word meanings. However, a metaanalysis on the value of testing accommodations for ELs indicates that provision of an English dictionary is a form of
accommodation that is effective in boosting ELs’ reading comprehension performance in testing situations. The same metaanalysis found that the estimates of the effect of providing
a Spanish dictionary varied considerably across studies, suggesting that some students benefited more from this practice than others. The widespread use of dictionary definitions in EL instruction coupled with the inconsistent evidence regarding their utility to ELs and English monolinguals, compel us to study how ELs’ use definitions to aid their understanding of unfamiliar words in text. Thus, we study the extent to which Spanish-speaking ELs benefit from English and Spanish definitions during independent learning situations and how ability to use definitions to understand English text interacts with other potential sources of information about word meaning, namely sentence context and cognate status.

PI: Mario Carlo, PhD
Co-PI: Jason Anthony, PhD
Funder: U.S. Department of Education

Recent Published Manuscripts

Anthony, J. L., Chen, Y. J., Williams, J. M., Cen, W., & Erazo, N. A. (2020). U.S. children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement. Journal of Educational Psychology, 1-15 doi:10.1037/edu0000534

Neumann MM, Anthony JL, Erazo NA and Neumann DL (2019) Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. Front. Educ. 4:116. https://doi.org/10.3389/feduc.2019.00116

Foster, M., Anthony, J. L., Zucker, T. A., & Branum-Martin, L. (2018). Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.02.007

Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J. H., & Williams, J. M. (2018). Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial. Early Childhood Research Quarterly, 43, 83-95. https://doi. org/10.1016/j.ecresq.2018.01.009

Piasta, S. B., Farley, K. S., Phillips, B. M., Anthony, J. L., & Bowles, R. P. (2017). Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter Sound Short Forms. Assessment for Effective Intervention. https://doi.org/10.1177/1534508417737514

Anthony, J. L. (2016). For which children of economic disadvantage and in which instructional contexts does Earobics Step 1 improve literacy? Journal of Research on Educational Effectiveness, 9, 54-76. https://doi.org/10.1080/19345747.2016.1167529

Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J. H., & Williams, J. M. (2016). Improving mathematics learning of kindergarten students through computer assisted instruction. Journal for Research in Mathematics Education, 47(3), 206-232. https://www.jstor.org/stable/10.5951/jresematheduc.47.3.0206

Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound knowledge assessments. Elementary School Journal, 116, 523-548. http://dx.doi.org/10.1086/686222

Foster, M., Anthony, J. L., Clements, D. H., & Sarama, J. H. (2015). Processes in the mathematical development of kindergarten children. Journal of Experimental Child Psychology, 56-73. 140, 56-73. http://dx.doi.org/10.1016/j.jecp.2015.07.004

Anthony, J. L., Dunkelberger, M., & Aghara, R. (2014). Development and validation of a brief assessment of preschoolers’ articulation: The Houston Sentence Repetition Test of Articulation. Communication Disorders, Deaf Studies & Hearing Aids, 2, 120. 2:4. https://doi:10.4172/2375-4427.1000120

Anthony, J. L., Davis, C., Williams, J. M., & Anthony, T. I. (2014). Preschoolers’ oral language abilities: A multilevel examination of dimensionality. Learning and Individual Differences, 35, 56-61. https://doi.org/10.1016/j.lindif.2014.07.004

Anthony, J. L., Williams, J. M., Zhang, Z., Landry, S. H., Dunkelberger, M. J. (2014). Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading. Early Education and Development, 25, 493-514. https://doi.org/10.1080/10409289.2013.812484

Landry, S. H., Assel, M. A., Anthony, J. L., & Swank, P. R. (2013). Development of a Universal Screening and Progress Monitoring Tool and Its Applicability for Use in Response to Intervention. In V. Buysse & E. S. Peisner-Feinberg (Eds), Handbook of Response to Intervention in Early Childhood. (pp. 155-168). Baltimore, Maryland: Paul H. Brookes.

Mellard, D. F., Anthony, J. L., & Woods, K (2012). Understanding oral reading fluency among adults with low literacy: Dominance analysis of contributing component skills. Reading and Writing: An Interdisciplinary Journal, 25, 1345-1364. https://link.springer.com/article/10.1007/s11145-011-9322-y

Phillips, B., Piasta, S., Anthony, J. L., & Lonigan, C. J. (2012). IRTs of ABCs. Journal of School Psychology, 50, 461-481. https://dx.doi.org/10.1016%2Fj.jsp.2012.05.002

Williams, J. M., Landry, S. H, Anthony, J. L., & Swank, P. R.. (2012). An empirically based statewide system for identifying quality pre-kindergarten programs. Education Policy Analysis Archives, 20, 1-33. https://doi.org/10.14507/epaa.v20n17.2012

Anthony, J. L., Williams, J. M., Duran, L., Gillam, S., Liang, L., Aghara, R., Swank, P., Assel, M., & Landry, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103, 857-876. https://www.academia.edu/14320452/Anthony_et_al_JEP_2011

Anthony, J. L., Greenblatt Aghara, R., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z., (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech Language Pathology, 20, 146- 160. https://doi.org/10.1044/1058-0360(2011/10-0053)

Anthony, J. L., Aghara, R. G., Solari, E. J., Dunkelberger, M. J., Williams, J. M., & Liang, L. (2011). Quantifying phonological representation abilities in Spanish speaking preschool children. Applied Psycholinguistics, 32, 19-49. https://doi.org/10.1017/S0142716410000275

Landry, S., Swank, P., Anthony, J. L., & Assel, M. (2011). An Experimental Study Evaluating Professional Development Activities within a State Funded Pre- Kindergarten Program. Reading and Writing: An Interdisciplinary Journal, 24, 971-1010. https://link.springer.com/article/10.1007/s11145-010-9243-1

Anthony, J. L., Williams, J. M., Aghara, R., Dunkelberger, M., Novak, B., & Mukherjee, A. D. (2010). Assessment of individual differences in phonological representation. Reading and Writing: An Interdisciplinary Journal, 23, 969-994. https://link.springer.com/article/10.1007/s11145-009-9185-7