Faculty/Staff/PhD

Academic Faculty

marencin-nancy

Marencin, Nancy, Ph.D., CCC-SLP

Assistant Professor

Office: PCD 4024


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Nancy Marencin is an Assistant Professor in the Department of Communication Sciences and Disorders and holds a courtesy appointment at the Florida Center for Reading Research. She is an ASHA Certified speech language pathologist and completed a Graduate Certificate in Dyslexia Assessment and Intervention from the University of Florida. Dr. Marencin earned her Ph.D. in Reading Education & Language Arts in 2024 from Florida State University. Prior to her doctoral work, she worked as a speech language pathologist and reading specialist at an independent school for children with language-based learning disabilities and dyslexia. Dr. Marencin鈥檚 research is broadly focused on language and reading development and disabilities with consideration of the cognitive and language processes that underly a child鈥檚 development of and access to high quality mental representations of words. Her current work uses quantitative methods to understand the unique interaction between specific word/item demands and a child鈥檚 skills and knowledge in word reading, word spelling, and word learning.

Education
PhD (Reading Education & Language Arts) Florida State University 2024
Grad. Cert. (Dyslexia Assessment & Intervention)  University of Florida 2021
Med (Communication Sciences & Disorders) Georgia State University  2013
BM (Music, Psychology) University of Miami 2003

Teaching

  • SPA 5403 | Language Learning in the School-Age Years

Recent Scholarly Activity

  • Marencin, N., Edwards, A. A., & Terry, N. P. (2024). African American preschoolers鈥� performance on norm-referenced language assessments: Examining the effect of dialect density and the use of scoring modifications. Language Speech and Hearing Services in Schools, 55(3), 918-937.

  • Steacy, L.M., Kellenberger, M., Dozier, J., Marencin, N., & Compton, D. L., (2023). Keep the support going: Word reading instruction in the late elementary grades. Literacy Today, 41(2), 22-24.

  • Rigobon, V. M., Guti茅rrez, N., Edwards, A. A., Marencin, N., Cooper Borkenhagen, M., Steacy, L. M., & Compton, D. L. (2023). Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading, 1-22.

  • Compton, D., Steacy, L., Gutierrez, N., Rigobon, V., Edwards, A., & Marencin, N., (2023). The development of early orthographic representations in children: The lexical asymmetry hypothesis and its implications for children with dyslexia. In S. Cabell, S. Neuman, & N. Patton-Terry (Eds.), Handbook of the Science of Early Literacy, 4th Edition, New York: Guilford Press.