PIRT Fellows
Jessica Logan
Jessica is in her fourth year at Florida State University under the advisement of Chris Schatschneider. She recieved her M.S. in research psychology from the University of Tennessee at Chattanooga before starting work at Florida State. Research projects include work in preschool language and literacy and exploring the rapid serial naming task, as well as educational applications of structural equation modeling, hierarchical linear modeling, item resonse theory, latent class analysis, and eye tracking techniques.
Publications
Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2008). Serial naming and isolated naming in the prediction of reading. Manuscript submitted for publication.
Logan, J. A. R., & Petscher, Y. (2008). Progress monitoring of student growth: A latent class analysis approach. Manuscript submitted for publication.
Logan, J., Piasta, S., Juatice, L., Schatschneider, C., Petrill, S., & Pence, K. (2008). Expressive language growth in preschoolers: The contribution of classroom attendance. Manuscript submitted for publication.
Logan, J. & Schatschneider, C. (2008). Proposed critical components of rapid serial naming. Manuscript submitted for publication.
Brooke Soden-Hensler
In general, I am interested in the factors that influence reading and language acquisition. I am currently working on projects (1) modeling the growth of reading skills, and (2) investigating the role of genetics in academic skills. Ultimately, I would like the scientific research that I conduct to have implications in education.
Presentations
Soden Hensler, B., & Schatschneider, C., (2008, July). Growth Expectations: Investigating the variability in oral reading fluency growth as a function of initial proficiency. Society for the Scientific Study of Reading, Asheville, NC.
Soden Hensler, B., & Schatschneider, C., (2008, June). Estimating growth in oral reading fluency: A comparison of Ordinary Least Squares & Empirical Bayes Estimations. Institute of Education Sciences Research Conference, Washington, DC.
Soden Hensler, B., Petscher, Y. & Schatschneider, C., (2007, July). Matthew effects for oral reading fluency?: A longitudinal investigation of first through third graders. Society for the Scientific Study of Reading, Prague, Czech Republic.
Soden Hensler, B., & Schatschneider, C., (2007, June). Which factors characterize good and poor readers?: A longitudinal investigation of individual oral reading fluency growth in beginning readers. Institute of Education Sciences Research Conference, Washington, DC.
David Purpura
David is a 4th-year PIRT student and is working on his Ph.D. in Clinical Psychology. David's primary interest is examining the intersection between externalizing behaviors, cognitive skills and early mathematics development. His dissertation is an examination of the relations between three domains of early numeracy. David is also interested in the application of Item Response Theory to diagnostic criteria.
Publications
Purpura, D. J., & Lonigan C. J. (in press). Conner’s Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology.
Desmond, S. A., Soper, S. E., Purpura, D. J., & Smith, E. (In Press). Religiosity, Moral Beliefs, and Delinquency: Does the Effect of Religiosity on Delinquency Depend on Moral Beliefs? Sociological Spectrum.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (in press). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology.
Purpura, D. J., & Lonigan C. J. Mathematics Development: Kindergarten Predictors of Addition, Subtraction, Multiplication, and Division. Manuscript in review. Piasta, S. B., Purpura, D. J., & Wagner, R. Developing Emergent Literacy Skills: The Impact of Alphabet Instruction. Manuscript in review.
Purpura, D. J., Wilson, S. B., and Lonigan, C. J. ADHD Symptoms in Preschool Children: How well do symptoms fit DSM-IV-TR criteria? Manuscript in preparation.
Purpura, D. J. Can Externalizing Behavior Symptoms be Altered by an Early Reading Intervention? Manuscript in preparation.
Jessica Sidler Folsom
Jessica's primary research interests are in the areas of literacy focused in the context of special education; response to instruction, prevention of learning disabilities, language and literacy, adolescent literacy, and literacy for students with significant cognitive disabilities. As a former special educator of high school and postsecondary students, other interests include issues related to successful transition outcomes including parent and teacher factors, and transition planning.
Publications
Al Otaiba, S., Connor, C. M., Foorman, B., Greulich, L. Folsom J. S. (in review). Implementing response to intervention with a focus on early intervening services. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (vol. 22). Bingley, UK: Emerald.
Presentations
Folsom, J. S., Al Otaiba, S. (2008, October). Understanding kindergarten predictors of first grade reading achievement: A factor analytic approach. Poster presented at the Second Annual Dean's Symposium Series, Assessment for the 21st Century: Insight, Tallahassee, FL.
Al Otaiba, S., Connor, C., Meadows, J., Petscher, Y., Greulich, L., Folsom, J. S., Lang, L. (2008, July). Responsiveness to kindergarten reading instruction: Examining the interactions among student characteristics, reading instruction, and student outcomes. Paper presented at the Fifteenth Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC.
Folsom, J. S., Piasta, S. B., LaVenia, M., & Al Otaiba, S. (2008, June). Is there a predictive role of vocabulary on letter-word reading growth or outcome during kindergarten? Poster presented at the 2008 Institute of Education Sciences Research Conference. Washington, D.C.
Folsom, J. S. (2007, March). Transition Planning 101. Presentation given at the annual Transition Fair at Gretchen Everhart School, Tallahassee, FL.
Sidler, J. G. M. (2006, July). How do I teach and measure reading comprehension at the secondary level? Presented at the Alternate Assessment Training Institute, St. Pete Beach, FL.
Byrd, C. & Sidler, J. G. M. (2006, February). Navigating the transition maze. Panel presented at the 8th Annual ESE Family Conference, Tallahassee, FL.
Lisa Glover
Lisa is currently interested in sequential vs. parallel word processing during reading, the reading behavior of beginning readers and children with reading disabilities, the predictors of learning to read, and inter- and intraindividual variability.
Publications
Radach, R., Schmitten, C., Glover, L., & Huestegge, L. (in press). How children read for comprehension: Eye movements in developing readers. In Wagner, R. K., Schatschneider, C., & Phythian-Sence, C. (Eds.) Bilogical and Behavioral Bases of Reading Comprehension. Guildford Press. New York City.
Radach, R., & Glover, L. (in preparation) Exploring the Limits of Distant Parafoveal Processing During Reading.
Presentations
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.
Glover, L., & Radach, R. (2007, April). Effects of Global Task Variations on Local Reading Behavior: A comparison between adults and developing readers. Florida Reading Research Conference, Tampa, FL.
Radach, R., Glover, L., Inhoff, A. & Vorstius, C. (2006, November). Task effects on parafoveal processing in continuous reading. 47th Annual Meeting of the Psychonomic Society, Houston, TX.
Shauna Wilson
Shauna is a 4th-year PIRT student and is working on her Ph.D. in Clinical Psychology. Shauna has been involved with several projects, including the use of technology in teaching middle-school science, evaluation of emergent literacy screening tools, assessment of self-regulation and theory of mind in preschoolers, and validity of preschool approaches to learning in predicting academic outcomes throughout elementary school. Shauna's primary interest is in the intersection of externalizing behaviors and emergent literacy. Her dissertation is an exploration of the relation of temperament, literacy, and behavior.
Publications
Lonigan, C. J., & Wilson, S. B. (2008). Report on the Revised Get Ready to Read! Screening Tool: Psychometrics and normative information. Technical Report. Tallahassee, FL: Author.
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34, 226-230.
Wilson, S. B., & Kennedy, J. H. (2006). Helping behavior in a rural versus urban setting: Professional and casual attire. Psychological Reports, 98, 229-233.
Wilson, S. B., & Lonigan, C. J. (2008). An evaluation of two emergent literacy screeners for preschool children. Manuscript submitted for publication.
Wilson, S. B., & Lonigan, C. J. (2008). Identifying preschool children at-risk of later reading difficulties: Evaluation of two emergent literacy screening tools. Manuscript submitted for publication.
