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Research Interests and Activities

I am an applied developmental psychologist whose interests center on individual and situational variations in the development and use of cognitive and language skills. My work starts from the premise that all situations in which children find themselves, including formal assessment and experimental situations as well as classroom instructional activities, are social contexts. I focus on how the dynamics of these situations foster or hinder children's learning and performance. I apply this perspective both to the study of variations in the performance of 'typical' children, and to the study of children identified as language or learning disabled.

Currently, I am engaged in a research project focused on parent-child interactions in a homework situation. The specific focus of this project is on factors influencing variations in parental structuring of their child's learning, including parental perceptions of their child’s needs and parents’ attributions for their child's successes and failures. A second project is focused on the role of parent and teacher perceptions and support on the academic success and self-esteem of students with learning disabilities. A third project, still in the early stages, is focused on the roles of structure and challenge in teachers’ interactions with children exhibiting atypical cognitive and linguistic needs.

Related recent publications:

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., & Katz, 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.

Fleming, J. E., Cook, T. D., & Stone, C. A. (2002). Interactive influences of perceived social contexts on the reading achievement of urban middle schoolers with learning disabilities. Learning Disabilities Research & Practice, 17, 47-64.

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). 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. (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 development and disorders. New York: Guilford Press.

Stone, C. A. (2004). The Role of Social Support and Congruency of Perspectives in Moderating Threats to Self-Concept in High-Functioning Adolescents with Learning Disabilities: A Preliminary Report. Thalamus, 22(1), 40-50.

Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428-449.

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Current Writing Projects:

Winter 2004

Kleiner, J., & Stone, C. A. (in preparation). Accuracy of parental predictions of their child's task performance: Relations to scaffolding style and child achievement.

Stone, C. A., Bradley, K., Hanneman, T., May, A., & Pike, M. (in preparation). Student, parent, and teacher perspectives on students’ academic and social skills: Implications for the self-esteem of adolescents with and without learning disabilities.

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