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    Kandia N Lewis, PhD

    Research Scientist

    Nemours Children's Hospital, Delaware 1600 Rockland Road Wilmington, DE 19803

    Biography

    Kandia Lewis, Ph.D., is a research scientist with Nemours Children's Health. She is nationally certified school psychologist with a breadth of knowledge about children's social, emotional, behavioral, and academic development. In collaboration with her fellow investigators at The Ohio State she is part of a team that received a federal research grant through the Institute of Education Sciences to examine the efficacy of the Nemours BrightStart! early literacy program. Dr. Lewis received a Ph.D. in education with a specialization in school psychology from the University of Delaware. Prior to her work at Nemours, she completed her postdoctoral work at Temple University evaluating the home environment, validating questionnaires and measures, and examining language and literacy programming and interventions for young dual language learners. Dr. Lewis has wide-ranging training and experience in behavioral science research, including empirical validation of child programming and interventions, evaluation of mobile health (mHealth) technology, development and validation of questionnaires and measures, and mixed methods research. Her research examines factors promoting children's health and educational well-being, centering on how the environment contributes to a child's development. Dr. Lewis collaborates with interdisciplinary teams to examine ways to improve outcomes for children and families within healthcare and educational systems. Since 2017, she has led an interdisciplinary research team examining the clinical contributions of the Nemours app for children with asthma, their providers, and their caregivers. Currently, Dr. Lewis is part of an interdisciplinary team working on an innovative hospital in the home program. Dr. Lewis disseminates her research findings at local, national, and international conferences, and she publishes her work in peer-reviewed journals.

    Education

    • BA - Rutgers University, Psychology, 2007
    • PhD - University of Delaware, Education-School Psychology, 2013

    • Dual Language Learners
    • Early Childhood Education
    • Early Literacy
    • Mhealth
    • Program Evaluation
    • Questionnaire Development And Validation

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

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    • Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers' Literacy Skill Outcomes; Early Education and Development; (2023).

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    • Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention; Journal of Education for Students Placed at Risk (JESPAR); (2023).

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    • A digital health application for managing pediatric asthma: Use and benefits; Informatics for Health and Social Care; (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; (2022).

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

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    • Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers; Early Education and Development; (2016).

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    • Family involvement in the assessment and instruction of dual language learners; Advances in Early Education and Day Care; (2016).

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    • Analysis of Bilingual Childrens Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R); Language Assessment Quarterly; (2015).

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    • Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e; Journal of Education for Students Placed at Risk; (2015).

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    • Leveraging Data Sampling and Practical Knowledge: Field Instructors' Perceptions About Inter-Rater Reliability Data; Action in Teacher Education; (2014).

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    • Early childhood literacy and language programs: Supporting involvement of DLLs and their families; HS Dialog: The Research-to-Practice Journal for the Early Childhood Field; (2014).

    • Intermittent exposure to a social stimulus enhances ethanol drinking in rats; Pharmacology Biochemistry and Behavior; (2007).

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