CURRENT TITLES:

          Professor, Educational Studies

 

EDUCATION

           B.A. 1970 (Summa cum laude) Dartmouth College                 Psychology/Biology

           M.A. 1971                           UC Santa Barbara                  Experimental Psychology

           Ph.D. 1976                          University of Chicago             Developmental Psychology

 

PROFESSIONAL EXPERIENCE

           1975-1977        Visiting Lecturer/Visiting Assistant Professor, Department of Psychology, University of Houston.

           1977-1978        Post-doctoral Fellow, Center for Psychosocial Studies, Chicago, Illinois.

           1978-1992        Assistant and Associate Professor of Learning Disabilities, Department of Communication Sciences and Disorders, Northwestern University.

           1985-1992          Director, Inter-departmental Graduate Program on Language and Cognition, Northwestern University.

           1992-2000          Professor and Head, Program in Learning Disabilities, Department of Communication Sciences and Disorders, Northwestern University

           2000-present       Professor, Educational Studies Program, School of Education, University of Michigan

 

HONORS AND AWARDS

      National Merit Finalist

      Senior Fellow, Dartmouth College

      Phi Beta Kappa

      Fellow, International Academy for Research in Learning Disabilities

      Mentor of two winners of the Best Dissertation Award, Division of Learning Disabilities, Council for Exceptional Children

 

RESEARCH GRANTS AND AWARDS

An Analysis of Abstract Reasoning Skills in Learning-Disabled Adolescents. Northwestern Faculty Research Grant, June 1 - December 31, 1979.

Assessment and Remediation of Complex Reasoning in Adolescents with Specific Learning Disabilities. U.S. Department of Education. Grant #G008102719, 1981 - 1983.

Reasoning in LD Adolescents. Northwestern Faculty Research Grant, 1984-1985.

Gesture-Speech Mismatch During Problem Solving. Spencer Foundation. 1989-1990.

Rule Learning Problems in Language-Impaired Children. NIH-NINCDS. 1988-1997 (Phil Connell, Co-PI).

The Influence of Morphological Structure on the Word Reading of Children With and Without Reading Disabilities. International Dyslexia Association. 1999-2000. (Joanne Carlisle, co-PI)

 

SELECTED EDITORIAL RESPONSIBILITIES

Co-Editor, Learning Disabilities Research & Practice (2001-present)

Editorial Review Board Member

American Educational Research Journal (2001-present)

Journal of Learning Disabilities (2002-present)

Learning Disabilities Research & Practice (1997-2001)

Learning Disabilities Quarterly (1990-present)

Language, Speech, & Hearing Services in the Schools (1999-2004)

Member, DLD/DR Current Practice Alerts Editorial Committee (1998 - present; Chair, 1998 - 2001)

Series Co-Editor, Challenges to Language and Literacy Development, Guilford Press (2000-present)

 

SELECTED ARTICLES

Stone, C. A., & Day, M. C. (1978). Levels of availability of a formal operational strategy. Child Development, 49, 1054-1065.

Wertsch, J. V., & Stone, C. A. (1978). Microgenesis as a tool for developmental analysis. Quarterly Newsletter of the Institute for Comparative Human Cognition, 1, 7-10.

Stone, C. A., & Day, M. C. (1980). Competence and performance models and the characterization of formal operational skills. Human Development, 23, 323-353.

Day, M. C., & Stone, C. A. (1982). Individual and developmental differences in the use of a formal operational strategy. Journal of Educational Psychology, 74, 749-760.

Stone, C. A., & Wertsch, J. V. (1984). A social interactional analysis of learning disabilities remediation. Journal of Learning Disabilities, 17, 194-199.

Stone, C. A. (1985). Vygotsky's developmental model and the concept of proleptic instruction: Some implications for theory and research in the field of learning disabilities. Research Communications in Psychology, Psychiatry, and Behavior, 10, 129-152.

Stone, C. A., & Forman, E. A. (1988). Cognitive development in language-learning-disabled adolescents: A study of problem-solving performance in an isolation-of-variables task. Learning Disabilities Research, 3, 107-114.

Stone, C. A., & Forman, E. A. (1988). Differential patterns of approach to a complex problem-solving task among learning-disabled adolescents. Journal of Special Education, 22, 167-185.

Stone, C. A. (1989). Improving the effectiveness of strategy training for the learning disabled: The role of communicational dynamics. Remedial and Special Education, 10, 35-42.

Feldman, C. F., Stone, C. A., & Renderer, B. (1990). Stage, transfer, and academic achievement in dialect-speaking Hawaiian adolescents. Child Development, 61, 472-484.

Raviv, D., & Stone, C. A. (1991). Individual differences in the self-image of adolescents with learning disabilities: The role of severity, time of diagnosis, and parental perceptions. Journal of Learning Disabilities, 24, 602-612.

Reid, D. K., & Stone, C. A. (1991). The nature of cognitive instruction: Why it works. Remedial and Special Education, 12, 8-19.

Stone, A., Webb, R., & Mahootian, S. (1991). The generality of gesture-speech mismatch as an index of transitional knowledge: Evidence from a control-of-variables task. Cognitive Development, 6, 301-314.

Whitmire, B., & Stone, C. A. (1991). Visual imagery skills and language abilities in normal and language-learning-disabled children. Learning Disability Quarterly, 14, 49-59.

Connell, P., & Stone, C. A. (1992). Morpheme learning of children with specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844-852.

Stone, C. A., & Connell, P. (1993). Induction of a visual symbolic rule in children with specific language impairment. Journal of Speech and Hearing Research, 36, 599-608.

Stone, C. A., & Reid, D. K. (1994). Social and individual forces in learning: Implications for the instruction of children with learning difficulties. Learning Disability Quarterly, 17, 72-86.

Connell, P. J., & Stone, C. A. (1994). The conceptual basis for morpheme learning problems in specific-language-impaired children. Journal of Speech & Hearing Research, 37, 389-398.

Stone, C. A. (1997). Correspondences among parent, teacher, and student perceptions of adolescent learning disabilities. Journal of Learning Disabilities, 30, 660-669.

Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344-364.

Boynton-Hauerwas, L., & Stone, C. A. (2000). Are parents of school-age children with specific language impairments accurate estimators of their child's language skills? Child Language Teaching and Therapy, 16(1), 73-86.

Carlisle, J. F. Stone, C. A., & Kataz, L. A. (2001). The effects of phonological transparency on reading derived words. Annals of Dyslexia, 51, 249-274.

Stone, C. A., & Doane, J. A. (2001). The potential for empirically based estimates of expected progress for students with learning disabilities: Legal and conceptual issues. School Psychology Review, 30, 476-489.

Stone, C. A., & May, A. J. (2002). The accuracy of academic self-perceptions in adolescents with learning disabilities. Journal of Learning Disabilities, 35. 370-383.

Stone, C A (2002). Engaging students with learning disabilities in instructional discourse: A commentary on the REACH papers. Learning Disabilities Research & Practice, 17, 201-203.

SELECTED CHAPTERS

Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In J.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Stone, C. A., & Michals, D. (1986). Problem-solving skills of learning-disabled children. In S.J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities, Vol. 1. Hillsdale, NJ: Lawrence Erlbaum.

Stone, C. A., & Conca, L. (1993). The nature and origins of strategy deficiencies in learning-disabled children: A social constructivist perspective. In L. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities: From theory to practice (pp. 23-59). Austin, TX: Pro-Ed.

Stone, C. A. (1993). What's missing in the metaphor of scaffolding? In E.A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts of learning: Sociocultural dynamics of children's development (pp. 169-183). New York: Oxford University Press.

McPhail, J., & Stone, C. A. (1995). The self-concept of adolescents with learning disabilities: A review of the literature and a call for theoretical elaboration. In M. A. Mastropieri & T. E. Scruggs (Eds.), Advances in learning and behavioral disabilities, Vol 9 (pp. 193-226). Greenwich, CT: JAI Press.

Stone, C. A. (1996). Bridging the gap between qualitative and quantitative approaches to the analysis of instructional innovations for students with learning disabilities. In D. L. Speece & B. K. Keogh (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 251-259). Hillsdale, NJ: Lawrence Erlbaum.

Stone, C. A. (2002). Promises and pitfalls of scaffolded instruction for students with language learning disabilities. In K. G. Butler & E. R. Silliman (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice (pp. 175-198). Mahwah, NJ: Lawrence Erlbaum Assocs.

Stone, C. A., Bradley, K., & Kleiner, J. (2002) Parental understanding of children with language/learning disabilities and its role in the creation of scaffolding opportunities. In B.Y.L. Wong & M. Donahue (Eds.), The social dimensions of learning disabilities (pp. 133-160). Mahwah, NJ: Lawrence Erlbaum Assocs.

Stone, C. A. (2002). Blurring the Boundary: A Commentary on Torgesen's Argument for the Use of Process Markers in the Identification of Learning Disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to policy (pp. 635-642). Mahwah, NJ: Lawrence Erlbaum Assocs.

Stone, C. A. (2004). Contemporary conceptual frameworks for language and literacy learning. In C. A. Stone , E. Silliman, B. Ehren, & K. Appel, (Eds.), Handbook of language and literacy: Develoment and disorders. New York: Guilford Press.

 

PUBLICATIONS: BOOKS

Forman, E. A., Minick, N., & Stone, C. A. (Eds.). (1993). Contexts of learning: Sociocultural dynamics of children's development. New York: Oxford University Press.

Stone, C. A., Silliman, E., Ehren, B., & Apel, K. (Eds.) (2004). Handbook of language and literacy: Develoment and disorders. New York: Guilford Press.

 

SELECTED RECENT PRESENTATIONS

Stone, C. A., Boynton-Hauerwas, L., & Connell, Pl. (November, 1996). Comprehension and Production of Novel Inflectional Morphology by Children With and Without Specific Language Impairment., Orton Dyslexia Society, Boston.

Stone, C. A. (February, 1997). Parent-, Teacher-, and Self-Perceptions of the Adolescent With Learning Disabilities. Learning Disabilities Association of America, Chicago.

Stone, C. A. (May 1999). Self- and Other-Perspectives on Students With Learning Disabilities. Educational Studies Colloquium, University of Michigan, Ann Arbor, MI.

Stone, C. A. (February, 2000). Special Education Teachers Perceptions of Their Students Skills: Implications for Student Self-Concept? Pacific Coast Research Conference, La Jolla, CA.

Stone, C. A. (April, 2000). How Accurate Are the Self-Perceptions of Students with LD, and Why Should We Care? Calvin College, Grand Rapids, MI.

Stone, C. A. (April, 2000). Scaffolding Childproofs Learning. Calvin College, Grand Rapids, MI.

Carlisle, J. F., & Stone, C. A. (November, 2000). Interactive Influences of Phonology & Orthography in the Reading of Complex Words. International Dyslexia Association, Washington, DC..

Stone, C. A. (August, 2001). Blurring the Boundary: A Commentary on Torgesesn' Argument for the Use of Process Markers in the Identification of Learning Disabilities. Learning Disabilities Summit. U.S. Office of Special Education Programs. Washington, DC.

Stone, C. A., Carlisle, J. F., & Katz, L. (February, 2002). Tracking Variations in Instructional Discourse Across Teachers, Students, and Time. Pacific Coast Research Conference, La Jolla, CA.

Stone, C. A. (October, 2002). The Accuracy of Self-Perceptions in Students with LD: Implications for Academic Effort and Self-Advocacy. Seattle, Keynote address, Washington State International Dyslexia Association.

Stone, C. A. (November, 2002). How Accurate Are the Self-Perceptions of Adolescents with LD, and Why Should We Care? Cambridge, Mass, Learning Differences Conference, Harvard Graduate School of Education.

Stone, C. A., (July, 2003). Contribtuions of Social Support to the General and Academic Self-Concepts of High-Functioning Adolescents with Learning Disabiliteis. International Academy for Research on Learning Disabilities. Bangor, Wales.

Stone, C. A. (March, 2004). The Role of Language in Adults’ Scaffolding of Children’s Learning. Katherine G. Butler Symposium on Child Language: Innovations in Research and Practice. Clearwater Beach, FL.

 

PROFESSIONAL OFFICES HELD

Council for Exceptional Children

Chair, Research Committee 1995-2001; Member, Executive Board, 1995-2001

International Academy for Research in Learning Disabilities

Vice President for Members 2002-2005

 

COURSES TAUGHT

Research Issues in Special Education

Proseminar in Language, Literacy, and Learning Disabilities

Foundations of Literacy

Atypical Cognitive and Social Development

Seminar: Vygotsky's Legacy in Literacy Research

Seminar: Home and School Literacy Practices

 

DISSERTATIONS DIRECTED

            1982                Margaret Pysh             Learned Helplessness and Task Persistence in Learning Disabled and Normal Fifth Grade Children. (Co-chair)

            1984                Jacqueline Jones           Metaphor Comprehension in Learning Disabled Adolescents.

            1984                Phyllis Schneider          Discourse Skills in Formal Operations. (Department of Linguistics), (Co-chair)

            1985                Shirley Terris               The Interpretation of Facial Expressions in Learning Disabled and Normal Children: Can Attentional Deficits Explain the Difference?

            1986                Judy Abbott                  Bilingualism and Achievement Among Navaho Adults: A Case Study of Bilingual Assessment with Implications for Diagnosing Learning Problems.

            1987                Dorit Raviv                  The Self Concept of Learning Disabled Adolescents: The Impact of Severity, Chronicity and Parental Perceptions.

            1987                Lydia Conca                 Learning Disabled Children's Strategic Activity in a Naturalistic Memory Situation.

            1987                Patricia Johnson          A Study of Problem-Solving Skills in Closed-Head-Injured Adults.

            1987                Nancy Reed                  The Development of Analogical Reasoning in Learning Disabled Adolescents.

            1987                Baljit Kaur                   Development of the Concept of Ability and Its Relationship to the Motivational Behavior of Children. (Co-chair)

            1988                Bev Whitmire              Transformational Imagery Skills in Language Learning Disabled Children.

            1988                Mark Puchalski            Time of Day Effects on Immediate and Delayed Recall of Meaningful Material in High and Low Impulsive Adolescent Males.

            1988                Holly Shapiro               The Influence of Prior Knowledge on the Effectiveness of Strategy Training for Reading Comprehension in Learning Disabled Adolescents.

            1990                Mary Pat Reilly           An Examination of Inductive Reasoning Processes in Learning Disabled and Normal-Achieving Adolescents.

            1990                Jane Rosenberg             An Analysis of Procedural Rules Used in Copying Geometric Figures Among LD Children: A Study of Delay vs. Difference in Cognitive Organization.

            1991                Jean McPhail               A Phenomenological Study of the Social and Emotional Lives of Learning Disabled Adolescents.

            1991                Caroline Gladstone       Schema Construction and Revision While Reading Among Poor Readers: A Study of the Comprehension Process.

            1993                Heraldo Richards          Oral Language Patterns and Reading Achievement: The Case of Virgin Islands Students.

            1994                Diana Nomanbhoy       The Role of Contextual and Prior Knowledge in Rapid Word Learning: A Study of Normal and Language-Impaired Children.

            1994                John Hosterman           A Comparison of Cognitive Processing in Depressed Adolescents and LD Adolescents with Depressive Symptoms.

            1996                Jeanne Esposito           Pretend Play in Young Children with Language Learning Disabilities: Establishing Familiarity with A New Context.

            1996                Sharon Wiebking          The Interrelation Between Social Context and Students' Interpretation of Text Meaning.

            1997                Elizabeth A. Smith       The Adaptations of Urban African-American Families to a Child with Learning Disabilities.

            1998                Laura Hauerwas            The Interplay Between Semantic and Syntactic Factors in the Learning of Verbs by Children with Specific Language Impairment. (Co-Chair)

            1998                Carol Nichols               Encoding of Nonverbal Social Cues by Children with Verbal and Nonverbal Learning Disabilities.

            1999                Jane Fleming                Exceptional Youth in Context: Risk and Protective Influences of School, Family, and Peer Groups on the Academic Achievement and Mental Health of Students with Learning Disabilities.

            1999                John Pfeifer                 Long-term Retention of Novel Information Learned Via the Keyword Mnemonic Method.

            2000                Tressa Friend               Age and Social Effects on Referential Communication Strategies.

            2000                Liz Duval-Dram         The Effects of Teacher, Student, and School Context Variables on Mainstream Teachers' Readiness to Refer for Learning Disabilities.

            2001                Kathryn Murrell           The Influence of Input Modality, Presentation Format, and Informational Content on Memory Span: Implications for the PASS Theory.

            2002                Alison May                The Role of Stereotype Threat in the Academic Performance of College Students with LD

           2003                Kathleen Bradley          Factors Serving a Protective Function in the Academic Success of Adolescents with LD

           2004                Todd Hanneman          A Study of Self-Concept Among Subtypes of Adolescents With Learning Disabilities