Presently, I teach in the graduate program (M.Ed. and Ph.D.) and in the B.Ed. program at Queen’s. Courses I have taught since my arrival in 1998 include the following:
I am also cross-appointed to Psychology at Queen’s. In this capacity, I often supervise Honours students who are interested in pursuing a reading-related undergraduate thesis.
Pyle, A. (2009). Turning promising theory into productive practice: The perspectives of educators piloting the response to intervention model in one Ontario school district. Winner: Graduate Thesis Prize
Heggie, L. (2007). Progress monitoring of at-risk readers in French Immersion.
Conod, J. (2007). Learner characteristics of poor responders: A grade 1 French Immersion study. Winner: Wilson Thesis Prize in Assessment
David, D. (2006). Investigating preschool childrenâ€™s sensitivity to linguistic stress and phonological short-term memory with respect to vocabulary and phonological awareness.
Alarie, S. (2005). Phonemic awareness and rapid automatized naming in Grade 1 and Grade 2 French Immersion students: A comparison with English.
Lang, J. (2005). Stress processing reflected in oral competencies of ESL learners.
Davydovskaia, M. (2004). Orthographic differentiation between first and second language in the reading and spelling of French Immersion students. Nominated for thesis prize.
Martin, T. (2004). French Immersion children’s use of phonology and orthography when reading in French and English.
MacCoubrey, S. (2003). Reading interventions for primary students in French Immersion. Nominated for thesis prize.
Szucs, C. (2003). The contribution of onset-rime and phoneme awareness to reading in French Immersion students.
BA (Honours) students
Burtenshaw, T. (2009). The use of stress-shifting and stress neutral-suffixes by adult readers (Linguistics)
Rosenberg, L. (2009). Assistive technology and reading comprehension. (Psychology)
Lavictoire, L. (2008). Assessment and expansion of the simple view of reading: Does prosodic sensitivity play a role? (Psychology)
Lim, H. (2008). Investigating the role of oral prosodic sensitivity as a predictor for individual differences in reading prosody and comprehension (Psychology)
Sparks, E. (2008). Investigating the role of prosodic sensitivity and morphological awareness in childrenâ€™s vowel spelling. (Psychology)
Clin, E. (2008). Morphology and prosody in the reading development of children in grades 3, 5 and 7. (Linguistics) Winner: Gold Medal in Linguistics.
Goodman, I. (2007). The relationship between prosody, phonological awareness, and reading development. (Psychology)
Libenson, A. (2007). The role of lexical stress, metrical stress, and nursery rhyme knowledge in phonological awareness development. (Psychology).
Akaoka, E. (2007). Prosody and reading: Comparing musicians and nonmusicians. (Linguistics).
Dawson, T. (2004). Orthographic differentiation as a longitudinal predictor of reading accuracy and fluency in French Immersion students. (Psychology)
Smail. A. (2002). Predicting French and English orthographic differentiation in French Immersion students. (Psychology)