Dr. Andrea A. Zevenbergen
Most of my research falls into the broad area of parent-child interactions. For example, I study parent-preschooler picture-book reading and parent-child shared narratives. I enjoy collaborating with students on research; together, we plan studies, collect and analyze data, and prepare presentations based on the research findings.
My teaching interests include courses in multicultural counseling, and theories of psychotherapy. I also frequently supervise students in service learning projects.
Department and University Service
In the department, I serve on the Recruitment Committee. I am also the advisor to the Fredonia chapter of Psi Chi. At the university level, I am a member of the Academic Advising Council, and the Fredonia Foundations Curriculum Committee. I also serve on the Diversity, Equity, and Inclusion Council.
Selected Student - Faculty Collaborations
Zevenbergen, A. A., Worth, S., Dretto, D., & Travers, K. (in press). Parents’ experiences in a home-based dialogic reading program. Early Child Development and Care.
Madonia, M., & Zevenbergen, A. (2017, April). Wordless picture books: Planned intervention for parents and preschoolers. Poster presented at the 18th annual Student Research and Creativity Exposition, Fredonia, NY.
Zevenbergen, A. A., Holmes, A., Haman, E., Whiteford, N., & Thielges, S. (2016). Variability in mothers' support for preschoolers' contributions to co-constructed narratives as a function of child age. First Language, 36, 601-616.
Boyle, L., & Zevenbergen, A. (2014, May). Vocabulary change in preschoolers related to when dialogic reading occurs. Poster presented at the 16th annual Student Research and Creativity Exposition, Fredonia, NY.
Smith, K., & Zevenbergen, A. (2014, May). White privilege awareness in freshman undergraduate students in relation to their attitudes and behavior toward others. Poster presented at the 16th annual Student Research and Creativity Exposition, Fredonia, NY.
VanBergen, A., Zevenbergen, A., & Welch, A. (2013, March). Parent-child dialogic reading and its effects on at-risk preschoolers. Poster session presented at the annual meeting of the Eastern Psychological Association, New York, NY.
Zevenbergen, A. A., Holmes, A., Haman, E., & Johnston-Robledo, I. (2011, August). Variability in mothers' support for preschoolers' contributions to co-constructed narratives as a function of child age. Poster session presented at the annual meeting of the American Psychological Association, Washington, DC.
Zevenbergen, A., Haman, E., Pilat, J., & Potkowa, S. (2011, July). Language specificity in the production of derivations and compounds in Polish and American English-speaking preschool children. Poster session presented at the XII International Congress for the Study of Child Language, Montreal.
Zevenbergen, A. A., & Ryan, M. M. (2010). Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool-aged children. Early Childhood Development and Care, 180, 1337-1348.
Lachner, W. M., Zevenbergen, A. A., & Zevenbergen, J. A. (2008). Parent and child references to letters during alphabet reading: Relations to child age and letter name knowledge. Early Education and Development, 19, 1 - 19.