Key Professional Appointments

Professor Emeritus, Department of Educational Psychology, University of Illinois, 2010 - present

Professor, School of Psychology, Beijing Normal University, 2003 - present

President, China Children's Books, 2002 - present

Director, Center for the Study of Reading, University of Illinois at Urbana-Champaign, 1976 - present

University Chair Professor, Educational Psychology, National Taiwan Normal University, 2012 - 2014

Professor, Department of Psychology, University of Illinois at Urbana-Champaign, 1967 - 2010

Professor, Department of Educational Psychology, University of Illinois at Urbana-Champaign, 1963 - 2010


EDD., Educational Psychology, Harvard University, 1960

A.M.T., Social Science Education, Harvard University, 1957

A.B., American History, Harvard University, 1956

Awards, Honors, Associations

Fellow, National Academy of Education, 1979 - present

Oscar Causey Award, National Reading Conference, 1987 - 1987

Boyd Lubker Visiting Scholar, Western Kentucky University, 2013 - 2013

Lifetime Achievement Award, College of Education, 2012 - 2012

Richard C. Anderson Legacy Lecture and Celebration, College of Education, 2012 - 2012

Gallery of Scientists, Recognizes eminent senior scientists who have made important and lasting contributions to the sciences of mind, brain, and behavior, Federation of Associations in Brain and Behavioral Sciences - Foundation, 2011 - 2011

Conference on Reading Chinese and Related Asian Languages, in honor of Richard C Anderson's distinguished research career, Ontario Institute for the Study of Education, 2010 - 2010

Distinguished Scholar Lecture, 100th Anniversary Lecture Series, Tsinghua University, 2010 - 2010

Fellow, American Educational Research Association, 2009 - present

Fellow, Society for Text and Discourse, 2009 - present

Sylvia Scribner Award, American Educational Research Association, 2006 - 2006

University Scholar, University of Illinois at Urbana-Champaign, 1988 - 1988

President, American Educational Research Association, 1984 - 1984

William S.Gray Citation of Merit, International Reading Association, 1992 - 1992

Distinguished Contributions to Educational Research Award, American Educational Research Association, 1994 - 1994

Edward L. Thorndike Award, American Psychological Association, 1997 - 1997

Outstanding Mentor Award, University of Illinois at Urbana-Champaign, 2001 - 2001

Distinguished Career Teaching Award, College of Education, 2002 - 2002

Research & Service

I currently have two active programs of research. The first is comparative analysis of learning to read alphabetic and nonalphabetic languages, especially English and Chinese. The second examines children's intellectual and social development in the context of free-flowing open-format discussions.


Lin, T., Anderson, R., Jadallah, M., Baker, A., Nguyen-Jahiel, K., Kim, I., Kuo, L., Miller, B., Dong, T., & Wu, X. (2015). Less is more: Teacher influence during peer collaboration Journal of Educational Psychology, 107 609-629.

Lin, T., Jadallah, M., Anderson, R., Nguyen-Jahiel, K., Kim, I., Kuo, L., Miller, B., Dong, T., Wu, X., & Li, Y. (2015). Social influences on the development of relational thinking during small-group discussions Contemporary Educational Psychology, 41 83-97.

Chen, X., Anderson, R., Li, W., & Shu, H. (2014). Visual, phonological, and orthographic strategies in learning to read Chinese. Reading development and difficulties of monolingual and bilingual Chinese children Dordrecht, Netherlands: Springer Science.

Miller, B., Anderson, R., Morris, J., Lin, T., Jadallah, M., & Sun, J. (2014). Effects of anticipating an argumentative discussion on text reading and conceptual change. Learning and Instruction, 33 67-80.  link >

Zhang, J., Lin, T., Wei, J., & Anderson, R. (2014). Morphological awareness and learning to read Chinese and English. Reading development and difficulties of monolingual and bilingual Chinese children Dordrecht, Netherlands: Springer Science.

Anderson, R., Ku, Y., Li, W., Chen, X., Wu, X., & Shu, H. (2013). Learning to see the patterns in Chinese characters Scientific Studies of Reading, 17 41-56.  link >

Zhang, J., Anderson, R., & Nguyen-Jahiel, K. (2013). Language-rich discussions for English language learners. International Journal of Educational Research, 58 44-60.  link >

Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R. (2013). Development of young Chinese children's morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, 34 45-67.  link >

Wu, X., Anderson, R., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105 622-632.  link >

Zhang, X., Anderson, R., Dong, T., Nguyen-Jahiel, K., Li, Y., Lin, T., & Miller, B. (2013). Children's moral reasoning: Influence of culture and collaborative discussion. Journal of Cognition and Culture, 13 497-516.  link >

Zhang, J., Anderson, R., Wang, Q., Packard, J., Wu, X., Tang, S., & Ke, X. (2012). Insight into the structure of compound words among speakers of Chinese and English. Applied Psycholinguistics, 33 753-779.  link >

Lin, T., Anderson, R., Hummel, J., Jadallah, M., Miller, B., Nguyen-Jahiel, K., Morris, J., Kuo, L., Kim, I., Wu, X., & Dong, T. (2012). Children's use of analogy during collaborative reasoning. Child Development, 83 1429-1443.  link >

Kuo, L., & Anderson, R. (2012). Effects of early bilingualism on learning phonological regularities in a new language. Journal of Experimental Child Psychology, 111 455-467.  link >

Kim, I., Anderson, R., Miller, B., Jeong, J., & Swim, T. (2011). Influence of cultural norms and collaborative discussions on children's reflective essays. Discourse Processes, 48 501-528.  link >

Lin, T., Anderson, R., Ku, Y., Christiansen, K., & Packard, J. (2011). Chinese children's concept of word. Writing Systems Research, 3 41–57.  link >

Jadallah, M., Anderson, R., Nguyen-Jahiel, K., Miller, B., Kim, I., Kuo, L., Wu, X., & Dong, T. (2011). Influence of a teacher's scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48 194-230.  link >

Kuo, L., & Anderson, . (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological competence. Scientific Studies of Reading, 14 365-385.  link >

Zhang, J., Anderson, R., Li, H., Dong, Q., Zhang, Y., & Wu, X. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23 311-336.  link >

Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Nguyen-Jahiel, K., & Anderson, R. (2009). Collaborative Reasoning: A dialogic approach to group discussions Cambridge Journal of Education, 39 29-48.

Wu, X., Anderson, R., Li, W., Wu, X., Li, H., Zhang, J., Zheng, J., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., He, Y., Packard, J., & Gaffney, J. (2009). Morphological awareness and Chinese children’s literacy development: An intervention study. Scientific Studies of Reading, 13 26-52.  link >

Yin, L., Anderson, R., & Zhu, J. (2007). Stages in Chinese children's reading of English words. Journal of Educational Psychology, 99 852-866.

Kim, I., Anderson, R., Nguyen-Jahiel, K., & Archodidou, A. (2007). Discourse patterns during children’s collaborative online discussions. The Journal of the Learning Sciences, 16 333-370.

Li, Y., Anderson, R., Nguyen-Jahiel, K., Dong, T., Archodidou, A., Kim, I., & al, e. (2007). Emergent leadership in children’s discussion groups. Cognition and Instruction, 25 (1), 75-111.

Kuo, L., & Anderson, R. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41 161-180.

Chen, X., Anderson, R., Li, W., Hao, M., Wu, X., & Shu, H. (2004). Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96 142-151.

Anderson, R., Li, W., Ku, Y., Shu, H., & Wu, N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95 52-57.

Ku, Y., & Anderson, R. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdiscipinary Journal, 16 399-422.

Shu, H., Chen, X., Anderson, R., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74 27-47.

Anderson, R., Gaffney, J., Wu, X., Wang, C., Li, W., Shu, H., Nagy, W., & Ming, X. (2002). Shared book reading in China. Chinese children's reading acquisition: Theoretical and pedagogical issues ( pp. 131-155). Norwell, MA: Kluwer Academic.

Anderson, R., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S., Reznitskaya, A., Tillmanns, M., & Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19 1-46.


Principal Investigator, Mindful Instruction of Nonmainstream Children, Institute of Education Sciences, 2008 - 2014

Principal Investigator, Improving Comprehension and Writing through Reasoned Argumentation, U.S. Department of Education, 2004 - 2008

Profile Picture for Richard Anderson

Professor Emeritus, Educational Psychology



158a Children's Research Center
51 E. Gerty
Champaign, IL 61820

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