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Curriculum Vitae> CURRICULUM VITAE
NAME: Joanne
F. Carlisle
UNIVERSITY
ADDRESSES:
University
of Michigan Educational Studies, School of Education 610
E University Ann
Arbor, MI 48109
(734)
615-1267 email: jfcarl@umich.edu
CURRENT
TITLE: Professor, Educational Studies
EDUCATION
1964 B.A. Vassar
College English 1981 M.A. University
of Connecticut Special
Education 1984 Ph.D. University
of Connecticut Educational
Psychology/ Learning
Disabilities Illinois
Teaching Certification: Type
10 (Special K-12), #1351145
PROFESSIONAL
EXPERIENCE
1964-1966 English
teacher, grades 9-12, Webutuck Central School, Amenia, NY 1967-1968; Assistant
Director of Reading Program, Salisbury School, Salisbury, CT (grades
9-12) 1972-1978 Director,
Reading and Study Skills Program, Hotchkiss School, Lakeville,
CT (grades 9-12) 1978-1984 Director,
Learning Skills Program, Indian Mountain School, Lakeville, CT
(grades 5-9) 1982-1984 Research
Assistant, Haskins Laboratories, New Haven, CT Summer
1983 Dean
of Studies and Master Teacher of Proficiency in Writing, Hotchkiss
Summer School, Lakeville, CT Summer 1984 Master
teacher of English as a Second Language, Hotchkiss Summer School,
Lakeville, CT 1984-1987 Assistant
Professor (1984-1986), Associate Professor (1986-1987), Graduate
Program in Educational Psychology, American International College,
Springfield, MA 1987-1993 Assistant
Professor, Department of Communication Sciences and Disorders,
Northwestern University. 1993-2000 Associate
Professor, Department of Communication Sciences and Disorders,
Northwestern University. 1992-2000 Director,
Language and Cognition Interdisciplinary Program, Northwestern
University 2000-present Professor,
Educational Studies, School of Education, University of Michigan 2000-2002 Research
Scientist, Communicative Disorders Clinic, Institute of Human Adjustment,
University of Michigan 2001-2003 Co-Director,
Center for the Improvement of Early Reading Achievement, School
of Education, University of Michigan
EDITORIAL
RESPONSIBILITIES (Current)
Co-Editor, Learning Disabilities Research
and Practice Editorial Review Board, Learning Disabilities Quarterly Editorial Review Board, Reading and Writing: An Interdisciplinary Journal Editorial Review Board, Journal of Learning Disabilities Ad Hoc reviewer,
Journal of Speech, Language,
and Hearing Research Applied Psycholinguistics School Psychology
Review Annals of Dyslexia Journal of Educational Psychology Memory and Cognition Exceptional Children
RESEARCH
GRANTS AND AWARDS (since 1990)
Assessment of Comprehension of Mildly Handicapped
Students in Relation to Education Placement and Academic Success. Chicago Community Trust, Naomi William Donnelley
Research Award (1990-1993). Award from Gifts and Grants Program of the Alumnae
of Northwestern University (1994) Developmental Trends and Individual Differences
in Reading Morphologically Complex Words,
Volwiler Research Award (1994-1995) Learning Words Through Oral and Experiential Contexts,
Spencer Foundation, Small Research Grants Program (1995-1997). Learning to Write in Two Languages: A Study of Emerging
Bilingualism. University
Research Grant, Northwestern University (1998-1999). Determinants of Incidental Word Learning in Content-Area
Courses, Spencer Foundation,
Small Research Grants Program (1999-2000). The Influence of Morphological Structure on the
Word Reading of Children With and Without Reading Disabilities. International Dyslexia Association (1999-2000). Case Studies of Improvement in Word Learning. Award from the Office of the Vice President for Research,
University of Michigan (2000-2001) Contributions of Language
Development to Emerging Reading Comprehension: Beyond Phonological Awareness, Center for the Improvement of Early Reading Achievement
(funded by Office of Educational Research and Improvement, US
Department of Education,)(2001-2003) Evaluation of Reading
First in Michigan,
Michigan Department of Education, Office of School Excellence
(2002-2008) Components of Effective
Professional Development in Reading for First-Grade Teachers
and Their Students. Institute of Education Sciences, US Department of
Education (2003-2006)
PUBLICATIONS: ARTICLES (since 1990)
Carlisle, J. F., & Felbinger, L. (1991). Profiles
of listening and reading comprehension. Journal of Educational
Research, 84(6), 345-354. Carlisle, J. F. (1991). Planning an assessment of listening
and reading comprehension. Topics in Language Disorders, 12(1), 17-31. Royer, J. M., Carlo, M. S., Carlisle, J. F., & Furman,
G. A. (1991). A new
procedure for assessing progress in transitional bilingual education
programs. Bilingual Review, 16(1),
3-14. Carlisle, J. F. (1992). Linking distractibility and
the maintenance of central gaze fixation: A review of Paus's study. Thalamus,
8(1), 27-29. Carlisle, J. F. (1993). Selecting approaches to vocabulary
instruction for the reading disabled. Learning Disabilities
Research and Practice, 8,
97-105 Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological
and morphological awareness in first graders. Applied Psycholinguistics,
14, 177-195. Carlisle, J. F., & Andrews, E. (1993). Monitoring
learning-disabled students in mainstream science classes. Annals
of Dyslexia, 43, 217-237. Carlisle, J. F. (1993). The influence of study of a
second language on improvement in spelling: A longitudinal study. Reading
and Writing: An Interdisciplinary Journal, 5, 339-353.. Compton, D. L., & Carlisle, J. F. (1994). Speed
of word recognition as a distinguishing characteristic of reading
disabilities. Educational Psychological Review, 6(2),
115-140. Carlisle, J. F. (1996). An exploratory study of morphological
errors in children's written stories. Reading and Writing: An
Interdisciplinary Journal, 8, 61-72. Johnson, D. J., & Carlisle, J. F. (1996). A study
of handwriting in written stories of normal and learning disabled
children. Reading and Writing: An Interdisciplinary Journal,
8, 45-59. Carlisle, J. F., & Chang, V. (1996). Evaluation
of academic capabilities in science by students with and without
learning disabilities and their teachers. Journal of Special
Education, 30, 18-34. Carlisle, J. F. (1999 Winter). Free recall as a test
of reading comprehension. Learning Disabilities Quarterly, 22, 11-22. Carlisle, J. F., Beeman, M., Davis, L. H., & Sphraim,
G. (1999). Relationship of metalinguistic capabilities and reading
achievement for children who are becoming bilingual. Applied
Psycholinguistics, 20, 459-478. Carlisle, J. F., Fleming, J., & Gudbrandsen, B.
(2000). Incidental word learning in science classes. Contemporary
Educational Psychology, 25,
184-211. Carlisle, J. F. (2000). Awareness of the structure
and meaning of morphologically complex words: Impact on reading. Reading
and Writing: An Interdisciplinary Journal,12,169-190. Carlisle, J. F., & Beeman, M. M. (2000). The effects
of language of instruction on the reading and writing of first-grade
Hispanic children. Scientific Studies of Reading, 4, 331-353. Carlisle, J.F. (Spring 2000). Using free
recall to assess and improve reading comprehension. Perspectives:
The International Dyslexia Association, 27,
10-13. Carlisle, J.F., Stone, C.A., & Katz, L.A. (2001).
The effects of phonological transparency on reading derived words. Annals
of Dyslexia, 51, 249-274. Richards, T.L., Berninger, V.B., Aylward, E.H., Richards,
A.L., Thomson, J.B., Nagy, W.E., Carlisle, J.F., Dager, S.R., & Abbott,
R.D. (2002). Reproducibility of proton MR spectroscopic imaging:
Comparison of dyslexic and normal-reading children and effects
of treatment on brain lactate levels during language tasks. American
Journal of Neuroradiology, 23,
1678-1685. Carlisle,
J.F. & Fleming, J. (2003). Lexical
processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253. Carlisle, J.F. (2003). Morphology matters in learning to read: A commentary. Reading
Psychology, 24, 373-404. Carlisle, J.F., & Hiebert, E H. (2004). The context
and contribution of research at the Center for the Improvement
of Early Reading Achievement. Elementary
School Journal, 105,
131-139. Carlisle, J.F., & Stone, C.A. (In press). Exploring
the role of morphemes in word reading. Reading Research Quarterly.
PUBLICATIONS: BOOKS AND BOOK CHAPTERS (since 1990)
Carlisle, J. F. (1990). Diagnostic assessment of listening
and reading comprehension. In H. L. Swanson & B. Keogh (Eds.), Learning
disabilities: Theoretical and research issues (pp. 277-298). Hillsdale, NJ: L. Erlbaum. Carlisle, J. (1991). Questioning the psychological
reality of onset-rime as a level of phonological awareness. In
S. Brady & D. Shankweiler (Eds.), Phonological processes
in literacy. Hillsdale, NJ: L. Erlbaum. Carlisle, J. F. (1991). Language comprehension and
text structure. In J. F. Kavanagh (Ed.), Language continuum:
From infancy to literacy (pp.
115-145). Monkton, MD: York Press. Carlisle, J. F. (1993). Understanding passages in science
textbooks: A comparison of students with and without learning disabilities.
In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues
in literacy research, theory, and practice (pp. 232-242). Chicago: National Reading Conference.
(Forty-second Yearbook of the National Reading Conference.) Carlisle, J. F. (1994). Morphological awareness, spelling,
and story writing: Possible relationships for elementary-age learning
disabled and non-learning disabled children. In N. L. Jordan & J.
Goldsmith-Phillips (Eds.), Learning disabilities: New directions
for assessment and intervention (pp.
123-145). Needham Heights, MA: Allyn & Bacon. Carlisle, J. F. (1995). Morphological awareness and
early reading achievement. In L. Feldman (Ed.), Morphological
aspects of language processing.
Hillsdale, NJ: L. Erlbaum. Carlisle, J. F., Beeman, M., & Shah, P. (1996).
The metalinguistic capabilities and English literacy of Hispanic
high school students: An exploratory study. In D. J. Leu, C. K Kinzer, & K. A. Hinchman (Eds.), Literacies for the
21st century: Research and practice (pp.
306-316). Chicago, IL: The National Reading Conference. Davis, L. H., Carlisle, J. F., & Beeman, M. M.
(1999). Hispanic children's writing in English and Spanish when
English is the language of instruction. In T. Shanahan & F.
Rodriquez-Brown (Eds.), National Reading Conference Yearbook (pp.
238-249). Chicago: National Reading Conference. Carlisle, J., & Rice, M. (2002). Improving reading
comprehension: Research-based principles and practices. Baltimore,
MD: York Press. Carlisle, J. F., & Stone, C. A. (2003). The effects
of morphological structure on children's reading of derived words.
In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language
studies (pp. 27-52).
Kluwer Academic. Berninger, V.B., Nagy, W.E., Carlisle, J.F., Thomson,
J., Hoffer, D., Abbott, S., Abbott, R.,Richards, T.& Aylward,
E.. (2003). Effective treatment for children with dyslexia in grades
4-6: Behavioral and brain evidence. In B. Foorman (Ed.), Preventing
and remediating reading difficulties: Brining
science to scale (pp. 381-347. Baltimore: York Press. Carlisle, J.F. (2004). Morphological processes
influencing literacy learning. In K.Apel, Ehren, E. Silliman, & C.A.
Stone (Eds.), Handbook of language and literacy. NY: Guilford
Press. Carlisle, J.F., & Rice, M.S. (2004).
Assessment of reading comprehension. In K. Apel, Ehren, E. Silliman, & C.A.
Stone (Eds.), Handbook of language and literacy. NY: Guilford
Press. Wixson, K., & Carlisle, J.F. (2004). The
influence of large-scale assessment of reading Comprehension on
Classroom Practice: A Commentary In S. Paris & S. Stahl (Eds.), Children's
reading comprehension and assessment. Mahwah,
NJ: Erlbaum. Carlisle, J.F., & Katz, L.A. (In
press, 2005). Word learning and vocabulary instruction. In J.Birsch (Eds.), Multisensory teaching
of basic language skills, Second edition. Baltimore:
Paul H Brookes. Carlisle, J.F. (In press). Fostering morphological processing, vocabulary development, and reading comprehension. In R.Wagner, A.Muse & K. Tannenbaum (Eds.), Vocabulary development and its implications for reading comprehension. NY: Guilford Press.
PUBLICATIONS:
EDUCATIONAL MATERIALS (since 1990)
Carlisle, J. (1996). Models for writing. Novato, CA: Academic Therapy. Carlisle, J. (1996). Models for writing. Teacher's
Guide. Novato, CA:
Academic Therapy. Carlisle, J.F. (2000). Reasoning and Reading (Revised). Cambridge, MA: Educators Publishing Service.
PRESENTATIONS:
INVITED (since 1990)
April 1990. The Key to Comprehension: Metacognitive
Strategies for Effective Reading. Cambridge Conference on Specific Learning Difficulties,
Robinson College, Cambridge, England. April 1990. Leaning on Words: Vocabulary Instruction
for the Reading Disabled.
Cambridge Conference on Specific Learning Difficulties, Robinson
College, Cambridge, England. October 1990. The Role of Phonics, Whole Language,
and Comprehension in the Instruction of Learning Disabled Students. Symposium presentation. Philadelphia Branch of the Orton Dyslexia Society, 13th Annual
Conference, Bryn Mawr, PA. April 1991. Integrating Reading and Writing Instruction.
Stern Center for Language and Learning, Burlington, VT. November 1991. Assessment of Spelling, Morphology,
and the Storywriting of Learning-Disabled Children. Rutgers
Invitational Symposium on Education, Rutgers University, New
Brunswick, NJ. December 1991. Leaning on Words: Vocabulary Instruction
for the Reading Disabled.
Cove Conference, Cove School, Winnetka, IL. February 1992. Vocabulary Instruction for the Reading
Disabled, and Integrating Instruction in Reading and Writing. Presentations forWardlaw School, Atlanta, GA. March 1992. Assessment of Reading Comprehension:
Choosing Appropriate Methods.
New York Branch of the Orton Dyslexic Society, Nineteenth Annual
Conference, New York City. November 1992. Helping Students Learn From Science
Textbooks. Presentation for District 65, Evanston, IL. April 1994. Learning-Disabled Students in Mainstream
Science Classes: Links Between Academic Self-Concept and Achievement. Spring
Conference, Learning Disabilities Program, Northwestern University,
Evanston. October 1994. The Relationship Between Reading Comprehension,
Listening Comprehension, and IQ. Annual Conference
of the Illinois Branch of the Orton Dyslexia Society, Oak Brook,
IL. April 1995. Assessment of Text Comprehension. New York State Speech-Language-Hearing Association,
New York City. April 1995. Mainstreaming Students with Learning
Disabilities in Science Classes. Invited
presentation for symposium, Classroom Inclusion 1995, New York
State Speech-Language-Hearing Association, New York City. April 1995. Preventing and Addressing Problems of
Reading Comprehension.
Spence and Nightingale Schools, New York City. November 1995. Discussion as a Means of Building
Reading Comprehension.
Presentation for Professionals in Learning Disabilities, Winnetka,
Illinois. March 1996. Vocabulary Instruction: Principles and
Methods. Conference
of the New York Branch of the Orton Dyslexia Society, New York
City. October 1997. What We Know and Don't Know About
Effective Reading Comprehension Instructional (keynote address)
and Linguistic Awareness, Reading, and Writing (workshop session). Presentations for the Michigan Branch of the Orton
Dyslexia Society, Annual Fall Conference. Lansing, MI January 1998. Reading for Writing. Presentation for New York State Association of Independent
Schools, New York City. April 1999. Don't Neglect Comprehension. Keynote address, Academic Language Therapy Association
Annual Conference, Dallas, TX. October 1999. Spelling Complex Words and Comprehension of Informational Texts. Presentations for the Seventh New England Joint Conference
on Specific Learning Disabilities, Marlborough, MA. November 1999. Educational Implications of Research
on Morphological Awareness.
Symposium presentation for
the 50th Anniversary Conference of the International Dyslexia
Association, Chicago IL October 2000. Vocabulary Instruction: A Menu of
Methods. Presentation
for the Illinois Branch of the International Dyslexia Association,
Oak Brook, IL. September 2002. Presentation for symposium , Is Your
School District Reading for Reading First? The Role of Institutions
of Higher Education in Reading First. 8th Annual GovernorŐs Education
Summit, Lansing MI September 2002. The Role of Assessment in Making
Reading First in Michigan. Conference for Administrators , Reading
First in Michigan, Saginaw, MI October 2002. DonŐt Neglect Comprehension. Keynote
Presentation for the Washington branch of the International Dyslexia
Association, Seattle, Washington. November 2002. Teaching strategies for
word analysis, reading fluency and comprehension. Learning Differences Conference, Harvard Graduate
School of Education and the Research Institute for Learning and
Development. Cambridge, MA. November 2002. Teaching Word-Level Comprehension
to Promote Literacy. With Lauren Katz, MA. Invited Short Course
for the American Speech-Language Hearing Association, Atlanta,
GA. November 2002. Current Michigan Literacy
Initiatives: Reading
First. Presentation for the Michigan Reading Forum, Howell, MI March 2003. Improving StudentsŐ Comprehension
of Content-Area Texts.
Short course for Emerson College, Boston, MA. March 2003. Fostering Vocabulary Development
in Elementary Classrooms.
Annual Conference of the Michigan branch of the International
Reading Association, Grand Rapids, MI March 2003. Fostering Vocabulary Development
in Content-Area Classes. With Melinda Rice. Annual Conference
of the NY Branch of the International Dyslexia Association, NYC November 2003. Teaching word analysis
strategies that facilitate comprehension during reading. Presentation for symposium on Language and the Brain.
54th Annual Conference of the International Dyslexia
Association, San Diego. February 2004. Morphological processing
as a factor in vocabulary development: A model and some evidence. Conference on Vocabulary Development and its Implications
for Reading. Florida Reading Research Center, Captiva, FLA April 2004. Improving Word Knowledge: Principles
and Practices. Conference
of the Iowa Reading Association, Des Moines, Iowa July 2004. Meeting the Literacy Needs
of Struggling Readers in the Early Elementary Years. CIERA Summer Institute, Ann Arbor, MI PRESENTATIONS: CONTRIBUTED (since 1990)
October 1990. Exploring the Relationship between
Listening and Reading Comprehension in Normal and LD Children. Illinois Orton Dyslexia Society, Oak Brook, IL. (Co-author,
Lucile Felbinger) November 1990. Early Learning of Derivational Morphology.
Orton Dyslexia Society 41st Annual Conference, Washington, DC. February 1991. Development and Disorders of Written
Language. Learning
Disabilities Association, Chicago, IL. (Co-authors: Doris Johnson
and James Grant) October 1991. Language Proficiency of Urban Children
at Risk for Reading Failure.
Symposium presentation for Conference of International Academy
for Research in Learning Disabilities, Cincinnati. November 1991. The Relationship of Morphological
and Phonological Awareness.
The 42nd Annual Conference of the Orton Dyslexic Society, Portland,
Oregon. November 1992. Monitoring Learning-Disabled Students
in Mainstream Science Classes.
Annual Conference of the Orton Dyslexia Society, Cincinnati,
OH. (With Elizabeth Andrews) December 1992. Understanding Passages in Science
Textbooks: A Comparison of Students with and without Learning
Disabilities. Annual Conference of the National Reading Conference,
San Antonio, TX. May 1993. An Exploratory Study of Morphological
Errors in Children's Written Stories.
Annual Spring Conference, Learning Disabilities Program, Northwestern
University, Evanston, IL. October 1993. Self-evaluation of Academic Capabilities
in Science: A Comparison of Students with and without Learning
Disabilities in Science Classes.
International Academy for Research in Learning Disabilities,
Boston, MA. December 1993. Informal Methods of Assessing Passage
Comprehension. Annual
Conference of the National Reading Conference, Charleston, SC. November 1994. Word Reading Speed as a Distinguishing
Characteristic of Reading Disabilities. Annual Conference of the Orton Dyslexia Society, Los
Angeles. (Co author, Don Compton) December 1994. How Morphological Knowledge Might
be Related to Learning to Read and Spell. National Reading Conference, San Diego, CA. April 1995. Metalinguistic Aspects of Word Knowledge
and Their Relationship to Early Reading Achievement. Annual Conference of the American Educational Research
Association, San Francisco. June 1995. Morphological Awareness and Its Relation
to Learning to Read and Spell. Conference of the International Academy for Research in Learning Disabilities,
Phoenix, Arizona. December 1995. The Metalinguistic Capabilities of
Hispanic High School Students.
National Reading Conference, New Orleans. (Co-author,
Margaret Beeman) April 1996. Free Recall as a Test of Reading Comprehension
for Students with Learning Disabilities. Conference of the American Educational Research Association,
New York City. October 1996. Reading for Writing. Presentation for the 10th Annual Conference of the
Illinois Branch of the Orton Dyslexia Society, Oak Brook, IL. October 1996. Morphological Awareness, Vocabulary
Development, and Reading in the Elementary Years. Symposium presentation, Conference of the International
Academy for Research in Learning Disabilities, Dearborn, MI. November 1996. A Longitudinal Study of Morphological
Problem Solving. Symposium
presentation. 47th
Annual Conference of the Orton Dyslexia Society, Boston, MA. January 1997. Learning Words Through Oral and Experiential
Contexts. Symposium
presentation at
the Pacific Coast Research Conference, La Jolla, CA. February 1997. Reading Comprehension: Review of
Intervention Research.
Symposium presentation, Conference
of the Learning Disabilities Association, Chicago. March 1997. Reading Morphologically Complex Words. Fourth
Annual Meeting of the Society for the Scientific Study of Reading,
Chicago. October 1997. Effective Reading Comprehension Intervention.
The Annual Conference of the Illinois Branch of the Orton Dyslexia
Society, Oak Brook, Illinois December 1997. Changes in Depth of Understanding
of Words in a Science Unit.
The 1997 National Reading Conference, Phoenix. April 1998). Relationship of Metalinguistic Capabilities
and Reading Achievement for Children Who are Becoming Bilingual. Fifth
Annual Meeting of the Society for the Scientific Study of Reading,
San Diego (Co-authors: M. Beeman, L. H. Davis, and G. Sphraim). December 1998. Does Morphological Structure Affect
Word Reading? Symposium
presentation, National Reading Conference, 48th Annual Meeting,
Austin. (Co-author, C. Addison Stone). December 1998. Does English Instruction Affect Writing
Skills in Spanish?
National Reading Conference, 48th Annual Meeting, Austin. Co-authors,
Lyle Hull Davis and Margaret Beeman. February 1999. Research on the Literacy and Language
Development of Students with Learning Disabilities who are Second
Language Learners.
Symposium presentation at the Seventh Annual Pacific Coast Research
Conference, La Jolla, CA. April 1999. Do Students With reading Disabilities
Have Particular Problems Reading Words With Suffixes? Sixth
Annual Meeting of the Society for the Scientific Study of Reading.
Montreal (Co-author: Addison Stone) November 1999. Factors That Affect the Reading of
Morphologically Complex Words.
The 50th Anniversary Conference of the International Dyslexia
Association, Chicago. February 2000. Incidental Word
Learning in Science Class. Symposium presentation, Pacific Coast Research Conference, LaJolla, CA November 2000. The Effects of Phonological and Orthographic
Factors on the Reading of Derived Words. (Co-authors, C.A. Stone and L.A.Katz). Conference
of the International Dyslexia Association, Washington DC. November/December 2000. The Emergence of Morphological Awareness. (Co-author
Jane Fleming), University of Illinois. National Reading Conference,
Scottsdale, AZ November/December 2000. The Effects of Rime-Based
Analogy Training on Word Reading and Spelling of First-Grade
Children with Good and Poor Phonological Awareness. (Co-author,L.H.
Davis), National Reading Conference, Scottsdale, AZ June 2001. Learning to Write in Two Languages: More
on the Question of Transfer.
Conference of the Society for the Scientific Study of Reading,
Boulder, CO December, 2001. The Effect of Word Structure on
Automaticity of Word Reading (Co-author
C. Addison Stone). Symposium presentation for the National Reading
Conference, San Antonio, TX December, 2001. Word Learning in a Sixth-Grade Mathematics
Course. Symposium
presentation for the National Reading Conference, San Antonio,
TX February, 2002. Analyses of Instructional Discourse:
A Closer Look Through Videotapes and Transcripts. Symposium presentation (Co-author, C. Addison Stone), Pacific Coast Research
Conference, La Jolla, CA March 2002. Supporting the Literacy Development
of Children with Learning Disabilities.
Symposium presentation, Michigan Reading Association, Detroit,
MI April 2002. Inclusion of Students with LD in High-Stakes
Assessments: Issues
Concerning Accommodations. Symposium presentation for the International
Reading Association, San Francisco, CA June, 2002. Phonological
Sensitivity as a Cornerstone of Language Learning and Literacy
Acquisition. (Co-authors
Nicole Patton, Kay Gugisberg, and Katherine Strasser). Annual
Conference of the Society for the Scientific Studies of Reading,
Chicago, IL June 2002 The Making of Close Readers: Using Word-Analysis
Strategies to Improve Comprehension. (Co-author Lauren Katz). Interactive paper presentation
for the Society for the Scientific Studies of Reading, Chicago,
IL June 2002. How
Talk in Content Areas Affects StudentsŐ Learning: Word Learning in 6th Grade Math Courses. Presentation
jointly sponsored by the Society for the Scientific Studies of
Reading and the Society for Text and Discourse, Chicago, IL. June 2003. Exploring the Relation of Phonological Precision and Vocabulary Knowledge (Co-authors: Kay Hanson, Katie Strasser,& Nicole Patton). Conference of the Society for the Scientific Studies of Reading. Boulder, CO. July 2003. The influence of phonological precision and vocabulary on word reading. The 2003 Conference of the International Academy for Research in Learning Disabilities, Bangor Wales February 2004. The Influence of Morphological, Phonological, and Orthographic Knowledge on Reading. Symposium presentation for the Pacific Coast Research Conference, San Diego. June 2004. Characteristics
of Morphemic Structure that Affect English Word Reading. Symposium presentation at the Conference of the Society
for the Scientific Studies of Reading. Amsterdam. July 2004. Estimating
the Reading Comprehension of At-Risk Children in Kindergarten
and First Grade. (with Kay Hanson and Sarah Scott). Conference of the International Academy
for Research in Learning Disabilities, Ann
Arbor, MI
PROFESSIONAL
MEMBERSHIPS
International
Dyslexia Society International
Reading Association International
Academy for Research in Learning Disabilities (Member
of the Board, 2001-present) National
Reading Conference Society
for the Scientific Study of Reading (Member
of the Board, 2004-present)
SERVICE TO THE UNIVERSITY
Elected member,
Educational Studies Executive Committee. School of Education, University
of MI 2001-2004 Representative for School of Education , University
Faculty Senate (2003-present) Chair, Masters Degree Task Force, Educational Studies,
2003 Chair, Search Committee for position in English Language Learning in Schools, 2004-2005
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