Cynthia Marie Zettler-Greeley

Asst Dir Research Evaluation

Nemours Children's Health, Jacksonville 807 Children's Way Jacksonville, FL 32207

Biography

Cynthia Zettler-Greeley, Ph.D., earned her doctorate in developmental psychology from Georgia State University. Following postdoctoral study at the University of Wisconsin-Madison, Dr. Zettler-Greeley joined Nemours Children's Health as a research scientist, where she conducted efficacy studies on early language and literacy interventions. In 2015, this work led to a federal research grant through the Institute of Education Sciences to examine the efficacy of the Nemours BrightStart! early literacy program, in collaboration with investigators at The Ohio State University. Since 2017, Dr. Zettler-Greeley has led a team of scientists responsible for research and evaluation efforts of the Nemours Center for Health Delivery Innovation, where she studies how digital health technologies and therapeutics can be used to improve access to care and children's outcomes across a variety of clinical conditions. In collaboration with Nemours telemedicine pediatricians, Dr. Zettler-Greeley has explored the use of telemedicine for maintaining patient access to care during the pandemic and other natural disasters. Continued work examines the pivotal role of telehealth for enhancing patient care and healthcare quality within a pediatric health system. Presently, Dr. Zettler-Greeley is part of a collaborative team embarking on the implementation of a hospital in the home program. A pilot study examining the feasibility and accuracy of wireless digital sensors for monitoring pediatric patient's heart rate and oxygen levels is in development. Dr. Zettler-Greeley's research has been presented at international academic research conferences and published in peer-reviewed journals.

Medical/Dental School

  • Postdoctoral - University of Wisconsin-Madison, Communication Disorders
  • Doctor of Philosophy - Georgia State University, Psychology

  • Promoting Meaning-Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms; The Reading Teacher; (2023).

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  • Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties; Journal of Learning Disabilities; (2023).

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  • Pediatric, Urgent Care Telemedicine During COVID-19: A Comparative Analysis; Telemedicine and e-Health; (2023).

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  • Patient and Visit Characteristics of Families Accessing Pediatric Urgent Care Telemedicine During the COVID-19 Pandemic; Telemedicine and e-Health; (2022).

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  • On-Demand, Virtual Health Care during COVID-19: Clinician Redeployment and Telemedicine Utilization in a Children's Health System; Telemedicine and e-Health; (2021).

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  • Implementation of a small-group emergent literacy intervention by preschool teachers and community aides; Early Childhood Research Quarterly; (2021).

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  • A Pediatric Telemedicine Response to a Natural Disaster; Telemedicine and e-Health; (2020).

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  • The early writing skills of children identified as at-risk for literacy difficulties; Early Childhood Research Quarterly; (2020).

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  • Psychometric profile of an experimental emergent literacy screener for preschoolers; School Psychology Quarterly; (2018).

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  • Efficacy of the Nemours BrightStart! Early Literacy Program: Treatment Outcomes From a Randomized Trial With At-Risk Prekindergartners; Early Education and Development; (2018).

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  • How telehealth stopped a contagious outbreak at a school; Health Affairs; (2018).

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  • The effect of differential listening experience on the development of expressive and receptive language in children with bilateral cochlear implants; Ear and Hearing; (2014).

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  • Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure: Years 2 and 3 of a Multiyear Study; Journal of Learning Disabilities; (2013).

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