| Dr. Edna G. Brabham Associate Professor of Reading Education
 Edna G. Brabham is an Associate Professor in the College of Education and the Department of Curriculum and Teaching, where she teaches undergraduate and graduate courses in Reading Education. Dr. Brabham came to Auburn University in 1997. Prior to that, she worked with the Institute of Science and Public Affairs at Florida State University. While there, she developed and wrote sections of CLASP, the Children's Language Arts and Science Project. This literature-based science program for primary students was funded by grants from the U.S. Department of Energy and the State of Florida's Energy Office. In 1996, Edna Brabham received her doctorate from Florida State University. During her doctoral studies, she taught Reading and Language Arts, Children's Literature, and Early Childhood Curriculum courses. She also helped coordinate the Southeastern Region Teachers' Choices Awards for Children's Literature for the International Reading Association from 1993 to 1996. Before entering the doctoral program at FSU, Edna Brabham also worked as a reading specialist and classroom teacher in Florida's public schools and as a teacher/therapist and parent educator in programs provided by Florida's Department of Health and Rehabilitative Services.
Dr. Brabham's teaching interests focus on integrated, interdisciplinary approaches to literacy education and content area instruction across the grade levels. Teaching courses for pre- and in-service teachers from early childhood through the secondary level, her goal is to engage teachers in reflective evaluation of methods and materials that maximize students' development and application of critical literacy and inquiry across the curriculum and throughout their lives.
Research initiatives follow teaching interests for Dr. Brabham. Recent projects include (1) analyses of children's and adolescent literature for core values and content for instructional uses across the curriculum; (2) examinations of vocabulary acquisition and comprehension of content area material from informational fiction and non-fiction, (3) studies of how teachers' reading aloud styles affect learning in the classroom, (4) investigations of the role that alphabet books can play in children's development of phoneme awareness and vocabulary, and (5) explorations of teachers' and students' use of multimedia storybooks, interactive programs on CD-ROM, and internet resources for literacy and content area learning.
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