Beth G. Greene
Beth G. Greene has broad expertise in research and development. She earned a doctorate in educational psychology at New York University and has done work in that field, as well as extensive work in language education. She has designed and implemented evaluation studies of text-to-speech systems at the Indiana University Speech Research Laboratory, has conducted evaluation studies of educational programs, and developed assessment materials in the Center for Innovation in Assessment at Indiana.

Greene earned a bachelor's degree in elementary education at Queens College, City University of New York, and a master's degree in education at Queens College. While teaching in the New York City public schools for five years, she became interested in education research and entered the PhD program at New York University. As a Walter A. Anderson Fellow in Education, she worked with Professor Herbert London on a large evaluation project of Title 1 remedial reading programs in all five boroughs of New York City. She then pursued her research career at the University of Michigan, at the Center for Research on Language and Language Behavior.

At Indiana University, Greene's teaching experience has included special summer writing programs for incoming freshmen; undergraduate courses in language arts methods, reading methods, and diagnosis and correction of reading disabilities; and a graduate seminar in theories of reading. In her work in the Speech Research Laboratory, she carried out a series of studies examining perception and understanding of natural and synthetic speech by children, young adults, and older adults. Other research projects have included Speech Spectrogram Reading, a long-term training study of novices becoming experts, examination of the role of individual differences in lexical access, and a study of the size and composition of the mental lexicon. Green's most current research interests focus on language comprehension and use. Besides materials for assessment at elementary school levels, she has developed reading assessments designed to test high school students' use of real-world materials. She has also developed materials and procedures for performance assessments in large-scale college assessment of integrated reading and writing. She recently co-authored a series of workbooks for elementary school children that use a "think-along" procedure to improve reading comprehension.

Greene has co-authored several articles and book chapters on issues in assessment and on reporting results of assessments to parents and the public. She frequently gives presentations on educational development projects and research results at the annual conference of the International Reading Association and at other conferences, including those of the American Educational Research Association, the Acoustical Society of America, and the Human Factors Society.

Beth G. Greene enjoys gardening and designs landscapes that combine many different plants and flowers. A native New Yorker, she misses the fast pace of city life and travels to cities often.