Holly K. Craig

Professor Emerita, School of Education; Research Professor, Institute for Human Adjustment

Holly  K. Craig, School of Education

Holly Craig is a professor of education and research professor at the University of Michigan. Her 30-year program of teaching and research has focused on improving understanding of the barriers diverse students face in reaching their academic potential. She has published more than 70 journal articles and book chapters, presented several conference papers, and co-authored a book. Her research currently focuses on African American students and their teachers, especially the impact of being a dialect speaker in today’s standardized testing approach to assessing academic achievement. Currently her work is funded by the U.S. Department of Education, Institute of Education Sciences and by a private foundation.

Craig received her PhD from the University of Michigan and is a fellow of the American Speech-Language-Hearing Association.

 

Selected Publications

Craig, H.K., Kolenic, G. E., & Hensel, S.L. (2014). African American English speaking students: A longitudinal examination of style shifting from kindergarten through second grade. Journal of Speech, Language, and Hearing Research, 57, 143–157 .

Craig, H. K., & Grogger, J. T. (2012 ). Influences of social and style variables on adult usage of African American English features. Journal of Speech, Language, and Hearing Research, 55, 1274–1288

Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research, 52, 839–855.

Craig, H. K. (2008). Effective language instruction for African American children. In S. B. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools (pp. 163–185). Baltimore: Brookes.

Craig, H. K., & Washington, J. A. (2006). Malik goes to school: Examining the language skills of African American students from preschool-5th grade. Mahwah, NJ: Erlbaum.

Connor, C. M., & Craig, H. K. (2006). African American Preschoolers’ language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49, 771–792.

Connor, C. M., Craig, H. K., Raudenbush, S. W., Heavner, K., & Zwolan, T. A. (2006). The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: Is there an added value for early implantation? Ear & Hearing, 27, 628–644.

Thomas-Tate, S. R., Washington, J. A., Craig, H. K., & Packard, M. E. W. (2006). Performance of African American preschool and kindergarten students on the Expressive Vocabulary Test. Language, Speech, and Hearing Services in Schools, 37, 143–149.

Craig, H. K., & Telfer, A. S. (2005). Hyperlexia and autism spectrum disorder: A case study of scaffolding language growth over time. Topics in Language Disorders, 25, 364-374.

Craig, H. K., Washington, J. A., & Thompson, C. A. (2005). Oral language expectations for African American children in Grades 1 through 5. American Journal of Speech-Language Pathology, 14, 119-130.

Craig, H. K., & Washington, J. A. (2005). Recent research on the language and literacy skills of African American students in the elementary grades. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, Vol. 2 (pp. 198–210). New York: Guilford Press.

Affiliations

Research Affiliations

Grants


2/1/2000 - 1/1/2005 Nature and Prevalence of SLI in AAE-speaking Children
Granting Agency: National Institutes of Health
2/9/1999 - 1/9/2002 Oracy Norms for African American Elementary Students
Granting Agency: U.S. Department of Education/Office of Educational Research and Improvement
2/10/1997 - 1/10/2002 Center for Improvement of Early Reading Achievement
Granting Agency: U.S. Department of Education/Office of Educational Research and Improvement
8/1/2012 - ongoing Exploring the Contribution of Cognitive-linguistic Factors to the Acquisition of Style Shifting by Young African-American English Speaking Students Learning to Read
Granting Agency: U.S. Department of Education
8/1/2012 - ongoing The Language Literacy and Processing Program
Granting Agency: Anonymous Family Foundation
1/1/2011 - 12/31/2012 Resubmission: Neighborhoods, Speech Patterns, and Schooling: Transcription and Scoring of African American English Features
Granting Agency: National Institutes of Health (NIH)
1/1/2011 - 12/31/2012 Speech Patterns and Racial Labor Market Inequality
Granting Agency: National Institutes of Health / National Institute of Child Health and Human Development
8/1/2010 - 7/31/2012 Neighborhoods, Speech Patterns, and Schooling: Transcription and Scoring of African American English Features
Granting Agency: National Institutes of Health (NIH)
4/1/2010 - 3/31/2012 Exploring Neuro-Markers of Dyslexia as Candidate Endo-Phenotypes
Granting Agency: National Institutes of Health
4/1/2010 - 3/31/2014 Developing Contrastive Analysis for Teaching Academic Classroom English to Young African American English-Speaking Students
Granting Agency: U.S. Department of Education/National Center for Education Research
2/1/2004 - 1/7/2004 The Development of Bi-dialectal Skills by African American Students
Granting Agency: University of Michigan

Courses & Syllabi


Term Catalogue Course Description Syllabus

Last edited by Elena Godin on Mon, April 21, 2014 - 10:55:55

Contact

Room 3109
734.763.2887 hkc@umich.edu

Curriculum Vitae