Jill Pentimonti, Ph.D.
Hans Bos, Ph.D.
Lauren Artzi, Ph.D.
Lauren Artzi, PhD, is a co-principal investigator of the TRML project. At AIR, Dr. Artzi works on projects related to literacy instruction for multilingual learners and students with or at risk for disabilities. In addition to her TRML role, Dr. Artzi is a principal investigator of a systematic replication study examining literacy instruction in the context of content-area learning; she is also a principal investigator for a study examining the effectiveness of peer assisted learning strategies with differentiation. Dr. Artzi holds a doctorate in Curriculum and Instruction from the University of Maryland.
Aleksandra Holod, Ph.D.
Project Director and Data Collection Lead
Aleksandra Holod, PhD, TRML Project Director and Data Collection Lead, studies interventions for young children from birth to Grade 3 who are not meeting milestones in communication, language, and literacy development. Dr. Holod has directed multiple large-scale field studies to test professional learning aimed at helping teachers support striving young learners. She has also conducted evaluation studies of supplemental services, such as early literacy tutoring and summer literacy programs. Dr. Holod earned her doctorate in Developmental Psychology from Columbia University and began her career as a preschool teacher.
Danielle Shaw Attaway, Ph.D.
Deputy Project Director and Data Analysis Lead
Danielle Shaw Attaway, PhD, is the Deputy Project Director and Data Analysis Lead of the TRML project. Dr. Shaw Attaway is a quantitative researcher with content expertise in early childhood development and education and special education. Examples of her responsibilities at AIR include leading efficacy study implementation teams and conducting quantitative data collection, management, and analysis. Dr. Shaw Attaway earned her doctorate in Education Research & Evaluation Methodology from the University of Colorado Boulder.
Quality Assurance Reviewer
Lynn Fuchs, PhD, is an institute fellow at AIR and a Research Professor at Vanderbilt University. Dr. Fuchs conducts research on assessment methods for enhancing instructional planning, on instructional methods for improving children’s mathematics and reading outcomes, and on children’s cognitive and linguistic characteristics that are associated with academic development. Her practices have widely impacted education in the United States and abroad. In 2009, she was identified as one of Forbes Magazine 14 "revolutionary educators" nationwide. In 2021, she received the Harold W. McGraw, Jr Prize in Education, which “celebrates innovation, inspiration, and impact in education by recognizing outstanding leaders who have devoted their careers to closing gaps and accelerating educational opportunity to all students.” She has published more than 600 studies in peer-review journals and has been identified as one of the most frequently cited researchers in the social sciences.
Lisa White, Ph.D.
Lisa White, PhD, is the Outreach Lead for the TRML project. As a Senior Researcher at AIR, she contributes her content and analytic expertise to a large range of research and evaluation projects in the early education field. Her areas of expertise include topics related to dual-language learners, including their learning and development, and culturally and linguistically sensitive instruction, early science teaching and learning, and the measurement of child learning and classroom quality in early education contexts. Dr. White greatly enjoys working with early childhood partners to translate research to practice. She is a former preschool teacher and speaks English, Spanish, and German. Dr. White obtained her doctoral degree in Applied Developmental Psychology from the University of Miami and holds a bachelor’s degree from Rutgers University, where she studied Spanish, history, and psychology.
Alejandra Martin, Ph.D.
Alejandra Martin, PhD, is the Outreach Co-Lead for the TRML project. Dr. Martin has over nine years of experience in research and evaluation studies on topics related to dual-language learners, child development, and family and community engagement. She has extensive experience contributing to large federal contracts, including with the Institute of Education Sciences (IES). Recently, Dr. Martin led the data collection and analysis of program implementation for a Spanish language early intervention program on literacy achievement for struggling Spanish-speaking English language learners. Dr. Martin earned her Ph.D. in Education from the University of California, Los Angeles (UCLA).
Mackenzie Melton is the Implementation Lead for the TRML project. At AIR, Ms. Melton works on projects researching early childhood literacy and provides technical assistance to school districts about multi-tiered system of support and significant disproportionality in special education. Examples of her responsibilities at AIR include leading an efficacy study implementation team and serving as a project coordinator for both large and small teams. Ms. Melton holds a bachelor’s degree from the University of North Carolina at Chapel Hill, where she studied public policy, Italian, and art history. She lives in Washington, D.C.
Michelle Luna, PhD, is a postdoctoral researcher working with Nicole McNeil and Jill Pentimonti at the University of Notre Dame. She received her doctorate in Developmental Psychology from UCLA, where she studied children’s word and category learning. Before earning her doctorate, she spent a year in France teaching English at the University of Rennes 2. Her current work focuses on implementing various shared book reading interventions and examining factors at the intersection of language and cognitive development.