Lesley Raisor-Becker, PhD, Lab
Lesley Raisor-Becker completed her Bachelor’s Degree in Psychology from the University of Louisville in 1999. She earned her Master’s Degree in Speech Language Pathology at the University of Louisville in 2001. In 2006, Lesley earned her Ph.D. at the University of Cincinnati in Speech Language Pathology with an emphasis in language, literacy, and cognitive development.
Dr. Raisor-Becker has practiced clinically as a speech language pathologist for over 10 years. Although her area of clinical focus has primarily been with preschool children, she also enjoys serving the geriatric community.
In 2012, Dr. Raisor-Becker began leading the Language and Literacy Enrichment Group (LLEG) at the University of Cincinnati. This clinical program serves preschool children with speech and language delays by offering a small group environment that encourages vocabulary, social skills, and general language/literacy development.
She teaches numerous courses at UC, including undergraduate courses in Anatomy and Physiology and Clinical Process of Intervention. In addition to these courses, Dr. Raisor-Becker teaches the Preschool and School-Aged Language Courses to distance learning graduate students. She also has co-taught several doctoral seminars.
Dr. Raisor-Becker has presented her research findings in regards to phonological awareness intervention approaches, supervision techniques, online-teaching , and curriculum-based assessment/RtI at the local, state, and national level.
Language/literacy, dialogic book reading, assessment, supervision, RtI, phonological awareness
CLLEaR – Communication, Language, Learning Education and Research
The mission of the Collaborative Language, Learning, Education and Research (CLLEaR) Lab is to improve children’s learning and success in school through research which examines language and literacy assessment and intervention for children in preschool through the school years.
Our research addresses the needs of children who are at risk for language and literacy learning problems and is based on theories that include the critical role of language in learning, collaborative service delivery, and multicultural considerations.
Dr. Raisor-Becker’s research interests include dynamic and curriculum-based assessment of language and literacy skills in preschool and school-aged children.
For the past 5 years, she has been conducting research on a curriculum-based screening tool for use in Response-to-Intervention programs in schools. She also leads research in the area of dialogic book reading in the Language and Literacy Enrichment Group. This purpose of this research is to examine the best methods and tools to elicit language-rich interactions with at-risk preschool children.
Dissertation Committee Member
Preschool: Story Retell -- Emily Hasselbeck firstname.lastname@example.org
Middle School: Reading Comprehension Strategies for Response to Intervention – Debbie Elledge email@example.com
Preschool: Assessment of English Language Learners -- Rochel Lazewnik firstname.lastname@example.org
Academic Committee Chairperson
Preschool: Book Reading in Children with Autism – Lynne Inabnitt email@example.com
Preschool: Dialogic Book Reading -- Jamie Busch firstname.lastname@example.org
Undergraduate Honor’s Capstone Advisor
Preschool: Child Engagement in Dialogic Book Reading—Michelle Burke (email@example.com) and Emilie Doyle (firstname.lastname@example.org)