Alison Bailey

Bailey is a developmental psycholinguist working on issues germane to children’s linguistic, social, and educational development. Her areas of research include first and second language acquisition, early literacy development, and academic language pedagogy and assessment practices with school-age English learners. She has published widely in these areas, most recently in Teachers College Record, Educational Researcher, Journal of Mathematical Behavior Review of Research in Education, Language Testing, Language Assessment Quarterly, TESOL Quarterly, Educational Policy and First Language and a commissioned paper for the Stanford Understanding Language Initiative. She has authored commercial assessments of early language and literacy development as well as analytical tools for language and literacy characterization. Bailey is currently the Principal Investigator of the Dynamic Language Learning Progressions project funded by the multi-state ASSETS Consortium (U.S. Dept. of Education Enhanced Assessment Grant) and the Wisconsin Center for Education Research to create an empirical base for English language summative and formative assessment.