Dr. Veii was a lecturer in Psychology at UNAM where he taught for many years. He joined UNAM in 1994 as a Student Counselor in the Office of Dean of Students; he was later promoted to Senior Student Counselor. During this period, Dr. Veii served on various UNAM committees and taught Psychology on a part-time basis in the Department of Psychology. He joined the Department of Psychology in 1998 as a full-time lecturer in Psychology and served as Acting Head of the Department in 2004. Dr. Veii remained with the Department of Psychology until his resignation in 2007. He rejoined UNAM in February 2011 as a lecturer in the newly created Department of Early Childhood Development and Lower Primary Education. He is the Acting Head of this department.

• EPSE 5921 (Early Childhood Literacy and Numeracy),
• EPSE 5961 (Reading and Writing Difficulties)
• EPSE 5900 (Theories of Early Childhood Development)

• Cognitive and linguistic aspects of reading development and reading disabilities/dyslexia in bilingual children
• Cognitive, linguistic, and cultural aspects of math skills development in children
• Cognitive development in children (especially from a Vygotskian perspective)
• Psychoeducational and Developmental Assessment and Evaluation of children
• Research: bilingual children’s reading/literacy development

Everatt, J., Ocampo, D., Veii, K., El-Shiek, M., Al-Menaye, N., Elbeheri, G., & Smythe, I. (submitted). Literacy and phonological processing across different orthographies: Assessment of biliterate children. ACQuiring Knowledge in Speech, Language, and Hearing.

Everatt J., Ocampo D., Veii, K., Nenopoulou, S., Smythe I., Al-Mannai, H. & Elbeheri, G. (2010). Dyslexia in biscriptal readers. In N. Brunswick, S. McDougall & P. de Mornay Davies (Eds), Reading and dyslexia in different orthographies. Hove: Psychology Press.

Everatt, J.; Jeffries, S.; Elbeheri, G.; Smythe, I. & Veii, K (2006). Cross-language learning disabilities and verbal vs spatial memory. Cognitive Processing, Volume 7, Supplement 1, pp. 32-32(1).

Veii, K. (2006). Innovations and Development in Psychology and Education: Do Literacy difficulties amongst Namibian Herero-English bilingual school children occur in one or both languages? Innovations and Reproductions in Cultures and Societies Conference (IRICS) Proceedings Publications: Vienna, Austria Available [On-Line].: http://www.inst.at/trans/16Nr/08_3/veii6.htm

Veii, K. & Everatt, J. (2005). Predictors of reading among Herero-English bilingual Namibian school children.  Bilingualism: Language & Cognition, 8 (3), 239-254.

Veii, K. (2004). Dyslexia in Namibia. In Smythe, I., Everatt, J., &  Salter, R.(Eds.). The International Book of Dyslexia: A Guide to Practice and Resources, Second Edition. Wiley & Sons: London.

Everatt, J., Smythe, I., Ocampo, D. & Veii, K. (2002). Dyslexia assessment of the bi-scriptal reader. Topics in Language Disorders, 22 (5), 28-41.

Manuscripts under Preparation:

Veii, K. (in prep). Predictors of spelling development among Herero-English bilingual Namibian school children. Target journal: Bilingualism: Language and Cognition.

Everatt, J. & Veii, K. (in prep.) The relationship between literacy difficulties and phonological skills amongst Herero-English bilinguals. Target journal: Learning Disabilities Quarterly.

Everatt, J., Ocampo, D., Veii, K., Nenopoulou, S., & Smythe, I. (in prep). Cognitive/linguistic predictors of biliteracy. Target journal: Journal of Learning Disabilities.

Veii, K. (in prep). African Colonization and Transformations: A psychological theoretical analysis of colonialism and apartheid in Namibia. Target journal: Philosophy of the Social Sciences.

Grant Reports:

Everret, J. & Veii, K. (2003). Literacy ability/disability amongst bilingual children. Report to the University of Surrey Research Support Fund.

Psychology Associate, (School) Psychometrist (Interdynamics, Inc., Maryland, USA; Washington, D.C., USA)

Conducted Functional Behavioral Assessments, Developmental Evaluations, Psychoeducational Evaluations, and Psychological Evaluations of children and adolescents experiencing behavioral, academic, socio-emotional, and developmental difficulties in school, home, and community settings by administering, scoring, analyzing, and interpreting standardized psychometric tests results;

Reviewed clients’ medical and psychological prior records and conducted parent and child interviews by phone or in person;

Produced comprehensive clinical, psychoeducational, and developmental evaluation reports;

Provided diagnoses; and made prescriptive recommendations for psychological, psychoeducational, behavioral, and developmental interventions;

Provide feedback information to the clients, their families, schools, teachers, and other professionals;

Assisted with the development of Behavioral Intervention Plans (BIP) under supervision of experienced and licensed psychologists.

Adjunct Assistant Professor of Psychology, Dept. of Psychology, University of Maryland, College Park, Maryland, USA.

Taught Psychology of Adulthood and Aging,

Set and graded tests, assignments, and exams;

Consulted with the students on issues pertinent to the course taught; advised students;

Maintained office hours.

Adjunct Assistant Professor, Loeb School of Education, Campolo Graduate School of Professional and Graduate Studies, Eastern University, St. Davids, Pennsylvania, USA.

Taught graduate level course in Research Design (EDU 635),

Prepared for instruction of the course;

Evaluate students’ performance;