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Communication Disorders and Sciences faculty
  • Faculty are available, friendly and helpful in facilitating students' career goals.
  • Faculty members are actively engaged in practicing their profession through teaching, supervision, service on professional committees, attendance at conferences, and mentoring research.
  • Dedicated Faculty have clinical expertise. All faculty members teach courses, advise, and supervise in clinic.  Their first priority is teaching YOU!

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Dr. Angela B Anthony

Dr. Angela B Anthony

Department Chair

Office: 2213 - Human Services
Phone: 217-581-2712
Email: abanthony@eiu.edu

Frequently Taught Courses

CDS 4800 - Communication Modalities (Sign Language Lab) 
CDS 4900/5900 – Clinical Practicum
CDS 5910 - Diagnostics 
CDS 3200 - Language Disorders
CDS 4666 - Honors Seminar
CDS 4690 - Seminar in CDS (Honors Lab)
CDS 5220 - Language and Literacy


B.S.     Eastern Illinois University 1999
M.S.    Gallaudet University        2002
Ph.D.    University of Virginia      2009

Professional Organizations

Illinois Speech-Language Hearing Association

American Speech-Language Hearing Association


Early childhood language disorders

Early literacy

Scholarship of Teaching & Learning/Integrative Learning

Hearing impairment

At-risk populations

Selected Publications

Anthony, A. B. (2009). The generic structure potential of science nonfiction selections in four basal reading series, grades one and two. Unpublished Doctoral Dissertation. Charlottesville, VA: University of Virginia.
Turnbull, K.P., Anthony, A. B., Justice, L. M., & Bowles, R. (2009). Preschoolers’ exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education & Development, 20, 53-79.
Anthony, A.R.B. (2008). Output strategies for English-language learners: Theory to practice. The Reading Teacher, 61, 472-482.
McTigue, E.M., Beckman, A.R., & Kaderavek, J.K. (2007). Assessing literacy motivation and orientation. In K.L. Pence (Ed.), Assessment in emergent and early literacy
(pp. 477-518). San Diego, CA: Plural.
Beckman, A.R., (2005). Building print knowledge: Supporting early print discoveries. In L.M. Justice & K.L. Pence (Eds.), Scaffolding with storybooks: A guide for enhancing young children's language and literacy achievement (pp. 13-25). Newark, DE: International Reading Association.

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