PIRT Fellow Alumni
The Ohio State University
Shayne graduated from Florida State University and the Florida Center for Reading Research PIRT program in 2008, with a Ph.D. in Developmental Psychology. While at FSU/FCRR, research projects included Dr. Wagner’s longitudinal study of reading comprehension and Dr. Connor’s study of individualizing student instruction, as well as work on preschoolers’ development of alphabet knowledge. Her research interests include early and emergent literacy skill development, evidence-based practices for promoting literacy development, and educational research design and analysis. Shayne was awarded the inaugural Outstanding Institute of Education Sciences Pre-Doctoral Fellow Award in 2008, and is currently serving as a postdoctoral research scientist in the Preschool Language and Literacy lab at The Ohio State University.
Wagner, R. K., Piasta, S. B., & Torgesen, J. K. (2007). Learning to read. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed.). San Diego, CA: Academic Press.
Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (in press). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading.
Connor, C. M., Piasta, S. B., Glasney, S., Schatschneider, C., Fishman, B., Underwood, P. & Morrison, F. J. (in press). Individualizing student instruction precisely: Effects of child-by-instruction interactions on students’ literacy. Child Development.
Bailet, L. L., Repper, K. K., Piasta, S. B., & Murphy, S. P. (in press). Emergent literacy intervention for pre-kindergarteners at risk for reading failure. Journal of Learning Disabilities.
Zucker, T. A., Justice, L. M., & Piasta, S. B. (in press). Pre-kindergarten teachers’ verbal references to print during classroom-based large-group shared reading. Journal of Language, Speech, and Hearing Services in the Schools.
Piasta, S.B., Anthony, J., Phillips, B.M., Williams, J.M., & Francis, D.J. (2009, February). Understanding children’s knowledge of letter sounds using item response theory. Poster to be presented at the Pacific Coast Research Conference, San Diego, CA.
Piasta, S. B., & Connor, C. M. (2008, July). Exploring the roles of teacher knowledge and explicit decoding instruction in promoting student word recognition gains. Poster presented at the Fifteenth Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC.
Piasta, S. B. (2008, June). Promoting preschoolers’ acquisition of alphabet knowledge: A comparison of two instructional approaches. Paper presented at the Institute of Education Sciences Research Conference, Washington, D. C.
Piasta, S. B., & Wagner, R. K. (2008, February). The impact of instruction on alphabetic learning: A meta-analysis. Poster presented at the Pacific Coast Research Conference, San Diego, CA.
Piasta, S. B., & Wagner, R. K. (2007, March). Prediction of kindergarteners' alphabetic knowledge: A comprehensive model of letter and child characteristics. Paper presented at the Society for Research in Child Development Biennial Meeting, Boston, MA.
Assistant Professor of Human Development and Family Studies, Purdue University
Piasta, S. B., Purpura, D. J., & Wagner, R. (In press). Developing Emergent Literacy Skills: The Impact of Alphabet Instruction. Reading & Writing.
Purpura, D. J., & Lonigan C. J. (2009). Conner’s Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology, 38, 263-272.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101, 345-358.
Desmond, S. A., Soper, S. E., Purpura, D. J., & Smith, E. (2009). Religiosity, Moral Beliefs, and Delinquency: Does the Effect of Religiosity on Delinquency Depend on Moral Beliefs? Sociological Spectrum, 29, 51-71.
Purpura, D. J., Wilson, S. B., and Lonigan, C. J. (submitted). ADHD Symptoms in Preschool Children: How well do symptoms fit DSM-IV-TR criteria?
Purpura, D. J., Piasta, S. B., & Lonigan, C. J. (submitted). The Impact of a Number Identification Intervention on Early Mathematics Skills.
Purpura, D. J., & Lonigan, C. J. (in preparation). Informal number-related mathematics skills: An examination of the structure of and relations between these skills in preschool.
Purpura, D. J., & Lonigan, C. J. (in preparation). Can Externalizing Behavior Symptoms be Altered by an Early Reading Intervention?
Lonigan, C. J., Wilson, S. B., Purpura, D. J., & Clancy-Menchetti, J. (in preparation). Evaluating the components of an emergent literacy intervention for children at-risk of reading difficulties.
Purpura, D. J., Puranik, C., and Lonigan, C. J. (in preparation). Print Concepts: Is the unitary structure age dependent?
Brooke Soden Hensler