Current PIRT Fellows
Nik Allan
Nik is a 2nd year PIRT fellow in Clinical Psychology. His research interests concern more accurately defining the construct of effortful control and its relation to emergent literacy in preschool children. He is also interested in the complex relation between ADHD-associated behavior problems and academic outcomes in young children including the effects of potential mediators and moderators on that relation.
Presentations:
Allan, N. P. & Lonigan, C. J. (2009). Relations between Behavior Problems and Emergent Literacy Skills. Poster presented at the annual meeting of the Institute of Education Sciences, Washington, D.C.
Allan, N. P., Wilson, S. B., & Lonigan, C. J. (2009). Gender Differences: Sex Moderates the Relation between Externalizing Behavior and Emergent Literacy. Poster presented at the Sixteenth Annual Society for the Scientific Study of Reading, Boston, MA.
Lisa Glover
Currently interested in the reading behavior of beginning readers and children with reading disabilities, sequential vs. parallel word processing during reading, the predictors of learning to read, and inter- and intraindividual variability.
Publications:
Radach, R., Schmitten, C., Glover, L., & Huestegge, L. (2009). How children read for comprehension: Eye movements in developing readers. In Wagner, R. K., Schatschneider, C., & Phythian-Sence, C. (Eds.) Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension (pp. 75-106). Guildford Press: New York City.
Glover, L., Radach, R., & Vorstius, C. (in preparation) Exploring the Limits of Distant Parafoveal Processing During Reading.
Presentations:
Glover, L., Radach, R., Vorstius, C., & Inhoff, A. (2009). Contextual constraint and N+2 preview effects in reading. 15th European Conference on Eye Movements, Southampton, England.
Radach, R., Glover, L., & Inhoff, A. (2008, July). Limited parallel word processing during reading. Presentation presented at the XXIX International Congress of Psychology, Berlin, Germany.
Radach, R., Glover, L., & Vorstius, C. (2007, August). Exploring the limits of spatially distributed word processing in reading: A new look at n+2 preview effects. Presentation presented at the 14th European Conference on Eye Movements, Potsdam, Germany.
John Marc Goodrich
John is interested in the development of reading skills and the development of reading curricula for English language learning children, particularly native Spanish speakers.
Meghan Hauptli
Meghan’s research interests include the examination of variables related to improved teaching and learning in K-12 schools through professional development and reading interventions. She is also interested in examining how the adoption and implementation of policy initiatives are linked to school performance and student achievement.
Currently, she is working on the Principal PROMiSE professional development study and a study of cooperative performance incentives in Florida schools.
Presentations:
Hauptli, M. V., & Cohen-Vogel, L. (Manuscript in preparation). The federal role in adolescent literacy. Paper accepted to the Annual Meeting of the American Educational Research Association, Denver, CO.
Hauptli, M. V., Pineau, K. N., Schoen, R. C., LaVenia, M., & Lang, L. B. (2009). The relation between principals’ mathematics and science content knowledge and their attitudes toward the implementation of reform-oriented standards. Poster presented at the Annual Meeting of University Council for Educational Administration, Anaheim, CA.
Soden, B. S., Hauptli, M. V., Petscher, Y., & Schatschneider, C. (2009). Screening for future reading problems: A comparison of currently used and new measures. Poster presented at the 16th Annual Meeting of the Society for the Scientific Study of Reading, Boston, MA.
Patricia Thatcher Kantor
Trish is a fourth year PIRT student in the Developmental Psychology program. Trish’s research interests include development of emergent literacy skills, assessment of children’s literacy skills, and early intervention of learning disabilities. She has recently become interested in research related to the assessment and development of children’s writing skills. Her thesis is a longitudinal study examining the relation and developmental nature of phonological processing skills beginning in the preschool period.
Publications and Presentations:
Kantor, P. T., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2009). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Manuscript submitted for publication.
Kantor, P. T., & Wagner, R. K. (2009, June). Development of prereaders' phonological processing skills: A latent variable longitudinal study. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.
Wagner, R. K., & Kantor, P. T. (in press). Dyslexia deciphered. In D. Priess & R. Sternberg (Eds.), From genes to context: New discoveries about learning from educational research and their applications. New York: Springer.
Mark LaVenia
Mark's research interests include: Professional community and organizational learning: primarily focused on models of professional development that promote collective responsibility and reflective dialogue, with the objective of increasing the quality of teaching and learning within schools. Other interests include: integrated math and science curricula, as well as, models of instruction and assessment that access deep conceptual understanding, critical thinking, and problem solving.
Presentations:
Pineau, K. N., LaVenia, M., & Lang, L. B. (2008, November). Incorporating CFA, Rasch IRT, and DIF to investigate measurement invariance of a critical thinking disposition questionnaire. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
LaVenia, M., Pineau, K. N., & Lang, L. B. (2009, June). Effects of a STEM-based curricular intervention on mathematical proficiency. Poster session presented at the annual meeting of the Institute of Education Sciences, Washington, D.C.
LaVenia, M., Pineau, K. N., & Lang, L. B. (2009, November). School-based progress monitoring: Addressing the issues of parallel form equating when using anchor items, repeated measures, and small samples. Poster session presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
