Sarah Wynonah Siegal
Postdoctoral Scholar
School of Education
Email: singebra@uci.edu
phone: (949) 824-5118
office: 143 Social Ecology I
Postdoctoral Scholar
School of Education
Email: singebra@uci.edu
phone: (949) 824-5118
office: 143 Social Ecology I
Biography
Sarah Wynonah Siegal attended Northwestern University where she received her bachelor’s degree in Communication Science and Disorders with a double major in Psychology. She joined the Florida State University Developmental Psychology Department as a graduate student in 2011. She received her Master’s Degree from Florida State University (FSU) where she was funded by the Predoctoral Interdisciplinary Research Training (PIRT) Fellow through the Florida Center for Reading Research.
Following the completion of her master’s, Sarah joined the Arizona State University Developmental Psychology Graduate Program and the Institute for the Science of Teaching & Learning where she completed her degree.
Sarah's research focuses on the development of reading, writing, and spelling skills in elementary and middle school students as well as educational technology, writing instruction, classroom observation, and writing-assessment development. In addition to co-authoring book chapters and research papers, she has presented as a number of conferences.
Sarah Wynonah Siegal attended Northwestern University where she received her bachelor’s degree in Communication Science and Disorders with a double major in Psychology. She joined the Florida State University Developmental Psychology Department as a graduate student in 2011. She received her Master’s Degree from Florida State University (FSU) where she was funded by the Predoctoral Interdisciplinary Research Training (PIRT) Fellow through the Florida Center for Reading Research.
Following the completion of her master’s, Sarah joined the Arizona State University Developmental Psychology Graduate Program and the Institute for the Science of Teaching & Learning where she completed her degree.
Sarah's research focuses on the development of reading, writing, and spelling skills in elementary and middle school students as well as educational technology, writing instruction, classroom observation, and writing-assessment development. In addition to co-authoring book chapters and research papers, she has presented as a number of conferences.
