Curriculum Vitae Lesly Wade-Woolley, Ph.D.

Education and Training BA (with honours), Linguistics, 1981, University of Tennessee MA, Linguistics, 1990, McGill University PhD, Education, 1996, University of Toronto Postdoctoral Fellow, 1997, University of British Columbia, Department of Educational Psychology and Special Education (funded by Social Sciences and Humanities Council of Canada) Academic Positions 2015 – current Associate Professor, University of South Carolina, Department of Communication Sciences and Disorders 2009 – 2014 Professor, Queen’s University at Kingston, Faculty of Education 2004 – 2009 Associate Professor, Queen’s University at Kingston, Faculty of Education 2001 Cross-appointment to Department of Psychology, Queen’s University at Kingston 1998 – 2004 Assistant Professor, Queen’s University at Kingston, Faculty of Education Awards 2000 Premier’s Research Excellence Award (Ontario Ministry of Science and Technology, $150,000) 2000 Chancellor’s Research Award (Queen’s University, $60,000) 1996 – 1998 SSHRC Postdoctoral Fellowship ($40,000 per annum) 1993 – 1995 Ontario Graduate Scholarship ($12,000 per annum) Funding Applications Pending Decision Leadership in literacy and communication disorders. Training grant submitted to U.S. Department of Education, Office of Special Education Programming. 2016 – 2021. $1,243,632 (Wade-Woolley, L. & Werfel, K.) How children spell vowels in long words. Submitted to University of South Carolina ASPIRE competition. 2016 – 2017. $14,798 Phonological memory, phonemes and prosody in subtypes of poor readers. Submitted to University of South Carolina Provost’s Social Sciences grant competition. 2016-2017. $17,471. Research Funding as Principal Investigator Understanding the role of prosody in reading. Insight grant from the Social Sciences and

Humanities Research Council of Canada. 2013-2017. $169,750. (Collaborators: A. Holliman, L. Jarmulowicz, & C.P. Wood)

The role of speech rhythm in reading development. Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2009 - 2012. $126,230. (Co-investigator: J. R. Kirby; Collaborator: C. P. Wood).

Effective reading intervention for children in French Immersion. Strategic research grant from the Social Sciences and Humanities Research Council and Heritage Canada. 2006-2007. $50,000. (Co-Investigator: Pierre Cormier)

Relations between prosody and literacy. Queen’s University Advisory Research Council. $6000. 2006.

Determining the role of prosody in reading development and fluent reading. Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2005 - 2008. $94,123. (Co-investigator: J. R. Kirby).

Cognitive and linguistic predictors of reading development in ESL children Chancellor’s Award (Queen’s University) 2000 – 2005. $60,000.

Cognitive and linguistic predictors of reading development in ESL children. Premier’s Research Excellence Award (Ontario Ministry of Energy, Science & Technology). 2000-2005. $150,000.

The development of English reading skills in early French immersion: Accounting for individual differences. Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2000-2003. (Co-investigator: J. Kirby). $105,000.

Early identification of reading problems in ESL children. Grant from the Advisory Research Council of Queen’s University. 2000-2001. $9882.

Enhancing Adult Literacy Through Reading to Children. Strategic grant from the Social Sciences and Humanities Research Council of Canada and the National Literacy Secretariat (Co-investigators: S. Pantaleo and J. Kirby). 1999-2000. $40,000.

Research Funding as Co-Investigator Second language immersion and students’ academic success. (L. Cheng (PI) Co-

investigators: Kirby, J. R. & Wade-Woolley, L.) 2007 – 2008. $74,500. The Canadian challenge: How do biliterate children master two orthographies? (S.

Helene Deacon, (PI), L. Wade-Woolley & J. Saint-Aubin). Grant from the Canadian Language and Literacy Research Network, 2005-2007. $92,000.

The development, prediction, and remediation of subtypes of reading disorders. (J. Kirby (P.I.), R. Parilla & L. Wade-Woolley). Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2001-2004. $135,000

Compensated adult dyslexics: Deficits and compensatory mechanisms. (R. Parrila, (P. I.), J. R. Kirby & L. Wade-Woolley). Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2002-2005. $139,220

Understanding reading development in second language learners. (D. J. Jared (P. I.), L. Wade-Woolley, E. Geva, B. A. Levy, P. Cormier, A. Gottardo). Grant from the Canadian Language & Literacy Research Network. 2002. $76,080.

Beyond the double deficit: The roles of orthographic and morphological processing in the development of reading and spelling. (J. R. Kirby (P. I.), L. Wade-Woolley, R.

Parrila, & S. H. Deacon). Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2004-2007. $174,000

Research Funding as Collaborator Bilingual education in Canada’s official languages: Meeting the needs of all students.

Strategic research grant from the Social Sciences and Humanities Research Council of Canada. (PI: Pierre Cormier) 2006. $75,000.

Artists in schools: Teacher transformation and student achievement. Standard research grant from the Social Sciences and Humanities Research Council of Canada. 2000-2003. (Investigators: Rena Upitis and Katharine Smithrim.) $119,000.

Research Contracts Klinger, D., Wade-Woolley, L., Shulha, L. & Kutsyuruba, B. (2009 – 2010). An

evaluation of the state, changes, and impact of the LNS school effectiveness framework initiative. Evaluation contract with the Ontario Ministry of Education. $225,000.

Klinger, D., Wade-Woolley, L. & Shulha, L. (2008). Towards an understanding of gender differences in literacy achievement. Evaluation contract with the Education Quality Assurance Organization. $91,720.

Audet, W., Wade-Woolley, L., Barnes, M. A., Clegg, M., Jamieson, D. G., & Martinussen, R. (2006 – 2008) The impact of the Literacy and Numeracy Secretariat: Changes in Ontario’s education system. Evaluation contract held by the Canadian Language and Literacy Research Network with the Ontario Ministry of Education. $450,000.

Glickman, V., Klinger, D. A., Wade-Woolley, L., & Clegg, G. (2005-2006). Junior reading assessment data for learning project. Ontario Ministry of Education, Avon Maitland School Board, and Niagara Catholic School Board. ($75,000)

Publications in refereed journals and reviewed book chapters Underlined names were students or post-docs working under my supervision at the time of writing: Holliman, A. R., Mundy, I. & Wade-Woolley, L. (under review). Prosodic awareness is

the strongest predictor of children’s multisyllabic word reading. Educational Psychology

Chan, J. S. & Wade-Woolley, L. (under review). Explaining phonology and reading in adult learners: Introducing prosody and executive functions to reading ability. Journal of Research in Reading

Heggie, L. & Wade-Woolley, L. (under review). Prosody and punctuation ability in adult readers. Scientific Studies of Reading

Wade-Woolley, L. & Heggie, L. (in press). Linguistic stress and reading: More than phonological awareness. In J. Thomson & L. Jarmulowicz (Eds.) Linguistic Rhythm and Literacy. John Benjamins Publishers: New York.

Wade-Woolley, L. (2015). Prosodic and phonemic awareness in children’s reading of long and short words. Reading and Writing: An Interdisciplinary Journal (early online) 10.1007/s11145-015-9600-1

Wade-Woolley, L. & Heggie, L. (2015). Implicit knowledge of word stress and derivational morphology guides skilled readers’ decoding of unfamiliar words. Scientific Studies of Reading, 19, 21-30.

Jared, D.J., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2013). Discrimination of English and French orthographic patterns by biliterate children. Journal of Experimental Child Psychology, 114, 469-488.

Jared, D.J., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2012). Cross-language activation of phonology in young bilingual readers. Reading and Writing, 25, 1327-1343.

Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L. & Qiang, H. (2012). Cognitive predictors of English reading achievement in Chinese English-immersion students. Reading Psychology, 33(4).

Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L. & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389-410.

Kirby, J. R., Ball, A., Geier, B. K., Parrila, R. & Wade-Woolley, L. (2011). The development of reading interest and its relation to reading ability. Journal of Research in Reading, 34, 264-280. doi: 10.1111/j.1467-9817.2010.01439.x

Pyle, A., Wade-Woolley, L. & Hutchinson, N. L. (2011). “Just listen to us”: The Role of Teacher Empowerment in the Implementation of Responsiveness to Intervention. Alberta Journal of Educational Research, 57, 258-272.

Jared, D.J., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2011). Early predictors of biliteracy development in children in French Immersion: A four-year longitudinal study. Journal of Educational Psychology, 103, 119-139.

Goodman, I., Libenson, A. & Wade-Woolley, L. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33, 113-221.

Cheng, L., Li, M., Kirby, J. R., Qiang, H., & Wade-Woolley, L. (2010). English language immersion and students’ academic success in English, Chinese, and mathematics. Evaluation and Research in Education, 23, 151-169.

Wood, C., Wade-Woolley, L. & Holliman, A. (2009). Phonological awareness: Beyond phonemes. In C. Wood & V. Connelly (Eds.) The Development of Reading and Spelling: Contemporary Perspectives, (pp. 7 -23). London: Routledge.

Clin, E. M., Wade-Woolley, L. & Heggie, L. (2009). Prosodic sensitivity and morphological awareness in children’s reading. Journal of Experimental Child Psychology, 104, 197-213.

Deacon, S. H., Wade-Woolley, L. & Kirby, J. R. (2009). Flexibility in young second-language learners: Examining the language-specificity of orthographic knowledge. Journal of Research in Reading, 32, 215-229.

Roman, A., Kirby, J. R., Parrila, R. & Wade-Woolley, L., & Deacon, S. H. (2009). Towards a comprehensive view of the skills involved in word reading in Grades 4, 6 and 8. Journal of Experimental Child Psychology, 102, 96-113.

David, D., Wade-Woolley, L., Kirby, J. R. & Smithrim, K. (2007). Rhythm and reading development in school-age children: A longitudinal study. Journal of Research in Reading, 30, 169-183.

Deacon, S. H., Wade-Woolley, L. & Kirby, J. R. (2007). Cross-over: The role of morphological awareness in French immersion children's reading. Developmental Psychology, 43, 732-746.

Goetry, V., Kolinsky, R. Wade-Woolley, L. & Mousty, P. (2006). The role of prosody processing abilities in the development of bilingual reading. Journal of Research in Reading, 29, 349-362.

Wade-Woolley, L. & Wood, C. P. (2006). Prosody and speech rhythm in reading: Introduction to the special issue. Journal of Research in Reading, 29, 253-257.

MacCoubrey, S. J., Wade-Woolley, L., Klinger, D. & Kirby, J. R. (2004). Early identification of at-risk readers in a second language, Canadian Modern Language Review, 61, 11-28.

Geva, E. & Wade-Woolley, L. (2004). Issues in the assessment of reading disability in second language children. In I. Smythe, J. Everatt & R. Salter (Eds.), The international book of dyslexia (pp. 195-206). Chichester: John Wiley & Sons.

Chiappe, P., Siegel, L.S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Gottardo, A., Yan, B. Siegel, L. S., & Wade-Woolley, L. (2001). Predictors of English reading in children with Chinese as a first language. Journal of Educational Psychology, 93, 530-542.

Wade-Woolley, L & Geva, E. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading,4, 295-311.

Wade-Woolley, L. (1999). First language influences on second language word reading: All roads lead to Rome. Language Learning, 49, 447-471.

Wade-Woolley, L. & Geva, E. (1999). Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew. Reading & Writing: An Interdisciplinary Journal, 11, 321-343.

Geva, E. & Wade-Woolley, L. (1998) Component processes in becoming English-Hebrew biliterate. In Durgunoglu, A. Y. and Verhoeven, L., (Eds.), Literacy development in a multilingual context. (pp. 85-110). Mahwah, NJ: Erlbaum.

Wade-Woolley, L. & Siegel, L. S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill. Reading & Writing: An Interdisciplinary Journal, 9, 73-92.

Geva, E., Wade-Woolley, L. & Shany, M. (1997) The development of reading efficiency in first and second language. Scientific Studies of Reading , 1(2), 119-144.

Geva, E., Shany, M. & Wade-Woolley, L. (1994) [Simultaneous acquisition of spelling and decoding in Hebrew and English]. (Hebrew-language journal) Yad Halashon, 15/16, 29-55.

Geva, E., Wade-Woolley, L. & Shany, M. (1993) The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior, 25 (4), 383-406.

Caldwell, R., Wade, L. and McLaughlin, B. J. (1984) A quantitative study of intramembrane changes during cell junctional breakdown in the dystrophic rat retinal pigment epithelium. Experimental Cell Research, 150, 104-117.

Knowledge Mobilization Products and Professional Communications Wade-Woolley, L., Mattatall, C.A. & Powell, J. (2010). Peer-assisted Learning

Strategies: Ontario Education Research Panel Partnership Case Studies. DVD produced by the Ontario Ministry of Education Research & Evaluation Branch.

Canadian Language and Literacy Research Network (2008). Foundations for Literacy: An Evidence-based Toolkit for the Effective Reading and Writing Teacher, (Member, advisory panel)

Barnes, M. A. & Wade-Woolley, L. (2007). Where there’s a will, there are ways to close the achievement gap for children with learning difficulties. Orbit, 37, 9-13.

Canadian Language and Literacy Research Network and the Canadian Childcare Federation. (2006). Language: From Birth For Life. A Resource Kit. (Member, advisory panel)

Ontario Ministry of Education (2005). Education For All: Expert Panel Report on Literacy and Numeracy Instruction for Students with Special Education Needs. (Co-Chair, expert panel)

Ontario Ministry of Education (2001). Early Reading Strategy: Report of the Expert Panel. (Member, expert panel).

Technical Reports Kutsyuruba, B., Christou, R., Bolden, B., Wade-Woolley, L., DeLuca, C., Pyper, J., &

Klinger, D. A. (2014). Professional learning cultures: An evaluation of

collaborative inquiry in Ontario elementary schools. Technical report for the Literacy and Numeracy Secretariat of the Ontario Ministry of Education.

Klinger, D. A., Shulha, L. M., Mills, A. T. & Wade-Woolley, L. (2012). The foundations of effective assessment in the elementary classroom: A review of the research literature. Technical report for the Elementary Teachers’ Federation of Ontario.

Klinger, D. A., Shulha, L. M., Wade-Woolley, L., Kutsyuruba, B., Boulé, S., Heggie, L., Luu, K., Chapman, A. E. A., Brathwaite-Sturgeon, G., Mills, A., & Cooke-Brown, K. (2011). Technical report published for the Literacy and Numeracy Secretariat, Toronto: ON.

Wade-Woolley, L. (2011). Towards a foundation for teacher preparation in literacy education in Ontario. Technical report for the Ontario Association of Deans of Education.

Klinger, D. A., & Wade-Woolley, L. (2009). Supporting Low Performing Schools in Ontario. Technical Report prepared for the U. S. Department of Education. WestEd Organization, Washington, DC.

Klinger, D. A., Wade-Woolley, L., Shulha, L. M., & Heggie, L., et al. (2009). Towards an Understanding of Gender Differences in Literacy Achievement. Academic research report for the Education Quality and Accountability Office, Toronto, Ontario.

Audet, W., Barnes, M. A., Clegg, M., Jamieson, D. G., Klinger, D. A., Waese, M., & Wade-Woolley, L. (2008). The impact of the Literacy and Numeracy Secretariat: Changes in Ontario’s education system. Report on Phase Two.

Audet, W., Barnes, M. A., Clegg, M., Jamieson, D. G., Klinger, D. A., Waese, M., & Wade-Woolley, L. (2007). The impact of the Literacy and Numeracy Secretariat: Changes in Ontario’s education system. Report on Phase One.

Glickman, V., Klinger, D. A., Wade-Woolley, L., & Clegg, M. (2005). A report on the findings on CASI/DRA Data Analysis: Report A. Technical report prepared for the junior reading assessment data for learning project. Ontario Ministry of Education and Avon Maitland School Board.

Klinger, D. A., Glickman, V., Wade-Woolley, L., & Clegg, M. (2005). Analysis of the EQAO results in relation to the CASI/ DRA scores and other predictors of achievement: Report C. Technical report prepared for the junior reading assessment data for learning project. Ontario Ministry of Education and Avon Maitland School Board.

Wade-Woolley, L., Glickman, V., Klinger, D. A., & Clegg, M. (2005). CASI/DRA with regard to instruction for reading in the junior grades: Report B. Technical report prepared for the junior reading assessment data for learning project. Ontario Ministry of Education and Avon Maitland School Board.

Wade-Woolley, L., Pantaleo, S., Kirby, J., LaFrance, E., & Roblin, N. (2000). Enhancing adult literacy through reading to children: Preliminary report on intervention phase

Conference Proceedings Deacon, S. H., Wade-Woolley, L. & Kelly, K. (2006). Flex those muscles: The variety

of skills that developing bilingual children use when they read. Proceedings from the 2005 Boston University Conference on Child Language Development.

Akamatsu, N. & Wade-Woolley, L. (1999). Orthographic sensitivity in L2 readers at

different levels of proficiency. In Jungheim, N.O. & Robinson, P. (Eds.), Second Language Acquisition, Vol. 2: Pragmatics and Pedagogy--The Proceedings of the Third Pacific Second Language Research Forum. Tokyo: PacSLRF.

Presentations and Posters at Refereed Conferences: Heggie, L., Fraser, C. & Wade-Woolley, L. (2016, April). Prosody, phonological

awareness, and word reading in Korean ELLs and English monolinguals. Presented at CCERBAL Bilingue des la naissance: Processus, pedagogie et politique, Ottawa, Canada.

Heggie, L. & Wade-Woolley, L. (2015, July). Multisyllabic word reading and prosodic awareness in grades 4 and 5. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Hawaii, HI.

Chan, J. S. & Wade-Woolley, L. (2015, July). Prosody during the critical stages of reading development: A comparison of Grades 3, 4 and 5. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Hawaii, HI.

Wade-Woolley, L. & Heggie, L. (2014). Prosodic awareness in adult musicians and non-musicians. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

Chan, J. S. & Wade-Woolley, L. (2014, July). Prosodic processing and executive function in adult reading ability. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

Massoud, L. S., Wade-Woolley, L. & Heggie, L. (2014, July). A qualitative study of Ontario-certified grade five teachers’ understanding of reading fluency and comprehension. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

Wade-Woolley, L., Heggie, L., & Palm-Leis, M. (2013, July). Dimensions of prosodic awareness and their relation to reading. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Hong Kong.

Wade-Woolley, L., Heggie, L., Chan, J. S., & Sebok, S. (2013, May). The effect of music intervention on phonological awareness: A meta-analysis. Poster presented at the Campbell Collaboration Colloquium, Chicago, IL. (Winner, best poster).

Wade-Woolley, L., Austin, K. & Chan, J. (2012, July). Prosodic awareness and reading in musicians and non-musicians. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Montreal.

Heggie, L. & Wade-Woolley, L. (July, 2012). Punctuation ability and prosodic awareness. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Montreal.

Wade-Woolley, L. (2011, July). Discussing prosody and reading. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.

Heggie, L., Wade-Woolley, L., & Burtenshaw, T. (2011, July). Adults’ sensitivity to derivational suffixes in the reading of morphologically complex words. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.

Crosby, M. & Wade-Woolley, L. (2010, July). Prosody and the Missing Letter Effect in developing readers. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.

Wade-Woolley, L. & Kotanko, M. (2010, July). Prosodic sensitivity, reading with expression and punctuation skill in 8 – 12 year old children. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.

Heggie, L., Wade-Woolley, L. & Briand, P. (2010, July). Suprasegmental phonological awareness and multisyllabic word reading. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.

Steacy, L., Kirby, J. R., Parrila, R., & Wade-Woolley, L. (2010, July). Early identification and the Double Deficit Hypothesis: Stability of groups from kindergarten to grade two. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin.

Klinger, D., Shulha, L. M., & Wade-Woolley, L. (May 2010). Mixed method analyses of gender differences in literacy achievement. Round Table presented at the annual meeting of the American Education Research Association, April 30-May 4, Denver CO.

Jamieson, D. G., Wade-Woolley, L., & Klinger, D. A. (May 2010). An evaluation of a system wide literacy and numeracy strategy. Round Table presented at the annual meeting of the American Education Research Association, April 30-May 4, Denver CO.

Mattatall, C. A., Wade-Woolley, L. & Powell. J. (2010, February). School team collaboration around progress monitoring data to make instructional decisions for at-risk students. Paper presented at the Ontario Educational Research Symposium, Toronto.

Wade-Woolley, L. & Deacon, H.S. (2009, February). Bring in the collaborators! Presentation given at the Canadian Language and Literacy Research Network Graduate Possibilities Symposium, Ottawa.

Barnes, M.A., Wade-Woolley, L. & Picard, E. (2009, May). From demonstration project to implementation of a board-wide reading failure prevention program in 90 days. Presented at the Ontario-Buffalo International Dyslexia Association

meeting, Toronto. Wade-Woolley, L. (2009, June). Peer-assisted learning strategies: Preventing reading

failure in L1 and L2 readers. Presented at the National Conference on Bilingualism and Biliteracy Development, Halifax.

Wade-Woolley, L. (2009, July). Discussing prosody, reading and spelling. Presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.

Pyle, A., Steacy, L., Matatall, C. & Wade-Woolley, L. (2009, July). Kids helping kids: The impact of PALS on the reading levels of at-risk grade one students. Presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.

Barnes, M. A., Martinussen, R., Swanson, L. & Wade-Woolley, L. (2008, June). Combining Response-to-Intervention and norm-referenced approaches to learning disability identification in international research forums: Yay or Nay? Roundtable at the International Association for Research on Learning Disabilities, Toronto, ON.

Heggie, L., Wade-Woolley, L. & Clin, E. M. (2008, July). Linguistic prosody and morphological awareness in the developing reading of children in grades 3, 5, and 7. Presented at the Society for Scientific Studies of Reading, Asheville, NC.

Li, M., Kirby, J. R., Cheng, L., Qiang, H. & Wade-Woolley, L. (2008, July). Predictors of reading comprehension in Chinese English-immersion students. Presented at the Society for Scientific Studies of Reading, Asheville, NC.

Sparks, E. & Wade-Woolley, L. (2008, July). Investigating the role of prosodic sensitivity and morphological awareness in children’s vowel spelling. Presented at the Society for Scientific Studies of Reading, Asheville, NC.

Wade-Woolley, L. & Mattatall, C. A. (2008, July). Morphoprosodic sensitivity and reading in elementary school children. Presented at the Society for Scientific Studies of Reading, Asheville, NC.

Clin, E. M., Heggie, L. & Wade-Woolley, L. (2008, March). Count on reading: Phonological awareness’ role in the literacy and numeracy of preschoolers. Poster presented at the 40th Banff International Conference on Behavioural Science, Banff, AB.

Clin, E. M. & Wade-Woolley, L. (2007, July). Investigating the role of prosody in the development of fluent reading. Presented at the Society for Scientific Studies of Reading, Prague.

Cormier, P. & Wade-Woolley, L. (2007). A test of cross linguistic transfer: Training phonological awareness in French immersion children. Presented at the Society for Scientific Studies of Reading, Prague.

Goodman, I., Wade-Woolley, L. & Libenson, A. (2007, July). Sensitivity to lexical and metrical stress in early reading development. Poster presented at the Society for Scientific Studies of Reading, Prague.

Wade-Woolley, L. (2007, July). Stress assignment and derivational morphology in skilled reading. Paper presented at the Society for Scientific Studies of Reading, Prague.

Conod, J., Wade-Woolley, L. & Cormier, P. (2007, June). Learner characteristics of poor responders: A grade 1 French Immersion study. Poster presented at the annual meeting of the Canadian Language and Literacy Research Network, Calgary, AB.

Clin, E., Wade-Woolley, L. & MacCoubrey, S. (2006, July). What predicts growth in L2 alphabet knowledge in French Immersion kindergarten students? Poster presented at the Society for Scientific Studies of Reading, Vancouver, BC.

David, D. & Wade-Woolley, L. (2006, July). Lexical stress and early reading skills in preschool children. Poster presented at the Society for Scientific Studies of Reading, Vancouver, BC.

Heggie, L., Wade-Woolley, L., Sabourin, C. & Goetry, V. (2006, July). Children’s use of orthographic rime and syllable as reading units in English. Poster presented at the Society for Scientific Studies of Reading, Vancouver, BC.

Yuen, Y., & Wade-Woolley, L. (2006, July). Influence of nonlinguistic factors on Chinese and English reading. Poster presented at the Society for Scientific Studies of Reading, Vancouver, BC.

Wade-Woolley, L. & Akaoka, E. (2006, July). Using linguistic stress information in reading. Poster presented at the Society for Scientific Studies of Reading, Vancouver, BC.

Deacon, S. H. & Wade-Woolley, L. (2005, July). Developing bilinguals: How the relationship between morphological awareness and reading changes as language skills increase. Paper resented at the annual meeting of the Scientific Studies of Reading, Toronto.

Yuen, W. S. Y., & Wade-Woolley, L. (2005, July). Phonological representation and English reading in Chinese ESL children. Poster presented at the annual meeting of the Scientific Studies of Reading, Toronto.

Davydovskaia, M., Goetry, V. & Wade-Woolley, L. (2005, July). Orthographic differentiation between first and second language in the reading and spelling of French immersion students. Poster presented at the annual meeting of the Scientific Studies of Reading, Toronto.

Jared, D., Cormier, P., Levy, B. A. & Wade-Woolley, L. (2005, July). The development of reading fluency in native English speakers enrolled in French immersion. Paper presented at the annual meeting of the Scientific Studies of Reading, Toronto.

Wade-Woolley, L. (2005, July). Discussing rhythmic awareness and reading development. Paper presented at the annual meeting of the Scientific Studies of Reading, Toronto.

David, D., Yuen, Y., Kirby, J. R., Smithrim, K. & Wade-Woolley, L. (2005, July). Does musical rhythm predict reading ability in the primary grades? Poster presented at the annual meeting of the Scientific Studies of Reading, Toronto.

Jared, D., Cormier, P., Wade-Woolley, L. Levy, B.A. (2004, June). Pseudoword repetition in kindergarten predicts second language vocabulary acquisition. Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Goetry, V., Mousty, P., Wade-Woolley, L. & Kolinsky, R. (2004, June). Reading development in a syllable-based vs. stress-based second language: Evidence from bilingual children schooled in French vs. Dutch. Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Wade-Woolley, L., Goetry, V. & Lang, J. (2004, June). Stress processing and word reading in Spanish and Mandarin adult learners of English. Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Deacon, S. H. & Wade-Woolley, L. (2004, June). Yesterday: Morphological awareness and spelling of the past tense morpheme in French and English. Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Martin, T., Goetry, V. & Wade-Woolley, L. (2004, June). Do French immersion students exploit different processing units when reading in English and in French? Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Alarie, S., Davydovskaia, M., Martin, T. & Wade-Woolley, L. (2004, June). Is there a bilingual advantage for early French immersion students in reading and spelling English? Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Yuen, Y. W. S. & Wade-Woolley, L. (2004, June). Phonological representation in Chinese ESL children. Paper presented at the Society for the Scientific Studies of Reading, Amsterdam.

Jared, D., Cormier, P., Levy, B. A., Wade-Woolley, L. (2003). Understanding reading development in second language learners: Relationship between kindergarten predictors and Grade 1 reading proficiency. Poster presented at the annual meeting of the Canadian Language and Literacy Research Network, Victoria, BC.

Yuen, Y. W. S., Klinger, D., Wade-Woolley, L., & Szucs, C. A. (2003, September). Are different tasks in phonological awareness measuring the same thing? Poster presented at the 13th meeting of the European Society for Cognitive Psychology, Granada, Spain.

Yuen, Y. W. S., & Wade-Woolley, L. (2003, August). Phonological awareness and orthographic knowledge in English and French reading. Poster presented at the annual meeting of the American Psychological Association, Toronto, ON.

Wade-Woolley, L., Goetry, V. & Deacon, S. H. (2003, June). Children’s use of syllable as an orthographic unit in reading French. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, CO.

MacCoubrey, S. & Wade-Woolley, L. (2003, June). Phonemic awareness training of at-risk French immersion kindergarten students. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, CO.

Szucs, C. & Wade-Woolley, L. (2003, June). English phonological development in early French immersion readers. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, CO.

Yuen, Y. & Wade-Woolley, L. (2003, June). Phonological processing in Chinese reading. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, CO.

Wade-Woolley, L. & MacCoubrey, S. J. (2003, May). Phonological awareness and reading acquisition in French immersion. Paper presented at the annual scientific meeting of the Canadian Language and Literacy Research Network, Victoria, BC.

Yuen, Y. W. S. & Wade-Woolley, L. (2003, May). Phonological processing in second language reading. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Halifax, NS.

Melanson, C., Thibodeau, S. Cormier, P., Jared, D., Levy, B. A., Wade-Woolley, L. Gottardo, A. & Geva, E. (2002, November). Propriétés psychométriques d’un instrument de mesure de sensibilité phonologique chez des enfants de maternelle inscrits en immersion française. 25th annual meeting of the Société Québécoise pour la Recherche en Psychologie, Trois Rivières, QC.

Wade-Woolley, L., Deacon, H., & Smail, A. (2002, August). First and second language interrelations in bilingual children’s spelling. Paper presented at the International Society for the Study of Behaviour and Development, Ottawa, Ontario.

MacCoubrey, S., Szucs, C. A., Yuen, Y. W. S., & Wade-Woolley, L. (2002, August). Syllable, onset-rime and phoneme awareness in early French Immersion readers. Poster presented at the International Society for the Study of Behaviour and Development, Ottawa, Ontario.

Yuen, Y. W. S., Kirby, J. R., & Wade-Woolley, L. (2002, August). The role of naming speed and phonemic awareness in bilingual children’s reading. Poster presented at the International Society for the Study of Behaviour and Development, Ottawa, Ontario.

MacCoubrey, S., Wade-Woolley, L. & Klinger, D. (2002, June). Early identification of grade one French Immersion students at risk for future reading difficulties. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Chicago, Illinois.

Sidhu, R. & Wade-Woolley, L. (2002, June). The role of language-specific orthographic awareness, phonological awareness and RAN in the word recognition of second grade French Immersion students. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Chicago, Illinois

Szucs, C. A. & Wade-Woolley, L. (2002, June). Syllable and phoneme awareness as a predictor of word-reading in French Immersion students. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Chicago, Illinois.

Wade-Woolley, L. & Deacon, S. H. (2002, June). Bilingual children’s spelling development in L1 and L2. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Chicago, Illinois.

Yuen, Y., Wade-Woolley, L. & Sidhu, R. (2002, June). Does reading language dominance affect word reading in bilingual children? Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Chicago, Illinois.

Wade-Woolley, L. & Deacon, H. (2002, April). Morphology, phonology and orthography in bilingual children’s spelling. Poster presented at the annual meeting of the American Association for Applied Linguistics, Salt Lake City, Utah.

Wade-Woolley, L. & Kirby, J. R. (2001, May). English-speaking children learning to read in French immersion classrooms. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, Colorado.

Bell, M., Wade-Woolley, L. & Kirby, J. R. (2001, May). Literacy acquisition in grade one French immersion students. Poster presented at the annual meeting of the Society for the Scientific Studies of Reading, Boulder, Colorado.

Wade-Woolley, L. (2001, May). Adult and child outcomes in a family literacy program. Paper presented at the Canadian Society for Studies in Education, Ste. Foy, Quebec.

O’Donnell, E., Bell, M. J., Wade-Woolley, L. & Kirby, J. R., (2001, May). Stages in French immersion reading development. Paper presented at the Canadian Society for Studies in Education, Ste. Foy, Quebec.

Wade-Woolley, L. & Akamatsu, N. (2000, July). Understanding reading competence in a foreign language. Paper presented at the International Congress of Psychology, Stockholm, Sweden.

Wade-Woolley, L., Kirby, J. R., O’Donnell, E. & Fermoyle, C. (2000, July). Phoneme monitoring and word recognition in grade 4 readers. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Stockholm, Sweden.

Akamatsu, N. & Wade-Woolley, L. (1999, July). Activation of orthographic and phonological knowledge and automaticity in EFL word recognition. Paper

presented at the Association Internationale aux Linguistiques Appliquees, Tokyo,Japan.

Gottardo, A. Yan, B., Wade-Woolley, L. & Siegel, L. S. (1999, April). Predictors of English reading in children with Chinese as a first language. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Montreal, Quebec.

Akamatsu, N. & Wade-Woolley, L. (1998, April). Orthographic sensitivity in L2 readers at different levels of proficiency. Paper presented at the Pacific Second Language Research Forum, Tokyo, Japan.

Wade-Woolley, L., Chiappe, P., & Siegel, L. S. (1998, April). Learning to read in a second language: Does phonological awareness really matter? Paper presentated at the annual meeting of the Society for the Scientific Studies of Reading, San Diego, California.

Wade-Woolley, L. (1998, April). Reading disabilities in non-native speakers of English: Is phonemic awareness our best predictor? Paper presented at the invited symposium: Assessment of Learning Disabilities in ESL Children - Issues and Recent Trends. American Educational Research Association, San Diego, California.

Geva, E., Wade-Woolley, L., Mack, A. & Sidhu, R. (1997, December). What role does second language proficiency play in second language reading? Paper presented at the annual meeting of the National Reading Conference, Scottsdale, Arizona.

Wade-Woolley, L. (1997, March). All roads lead to Rome: Second language word recognition. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.

Wade-Woolley, L. (1997, March). A comparison of the sublexical processing of ESL learners with different L1 orthographies. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Chicago, Illinois.

Geva, E. & Wade-Woolley, L. (1996, August) Unpacking complex morphosyntactic elements in a non-native language. Paper presented at the annual meeting of the International Society for the Study of Behaviour and Development, Quebec City, Quebec.

Geva, E., Wade-Woolley, L. & Eisen, M. (1996, July) How young children develop their script awareness. Poster presented at the VIIth International Congress for the Study of Child Language, Istanbul, Turkey.

Wade-Woolley, L. & Geva, E. (1996, April) How first language orthography constrains phonological awareness in second language. Poster presented at the annual meeting of the American Educational Research Association, New York, New York..

Wade-Woolley, L. & Geva, E. (1996, April) Processing inflected morphology in second language word recognition: Russian speakers and English speakers read

Hebrew. Paper presented at the annual meeting of the American Educational Research Association, New York, New York.

Wade-Woolley, L. & Geva, E. (1995, September) Orthographic and phonological processing differences in L2 written word recognition. Poster presented at the Second Language Research Forum, Ithaca, New York.

Geva, E. & Wade-Woolley, L. (1995, March) Methodological issues in cross-orthography and cross-linguistic reading research. Paper presented at the annual meeting of the American Association for Applied Linguistics, Long Beach, California.

Geva, E. & Wade-Woolley, L. (1994, December) The development of reading efficiency in L1 and L2. Paper presented at the National Reading Conference, San Diego, California.

Wade-Woolley, L. & Geva, E. (1994, October) L2 phonology and L2 written word recognition. Poster presented at the Second Language Research Forum, Montreal, Quebec.

Wade-Woolley, L. & Geva, E. (1994, April) The role of L2 phonology in L2 reading. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Geva, E. & Wade-Woolley, L. (1994, April) Methodological issues in the study of reading processes in bilingual learners. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Geva, E., Wade-Woolley, L. & Shany, M. (1993, December) Universal and orthography-specific component processes in the development of reading skills. Paper presented at the National Reading Conference, Charleston, South Carolina.

Wade-Woolley, L. & Geva, E. (1993, December) Examining the comprehension and expression of logical relationships between propositions in reading disabled and normally-achieving children. Round-table discussion at the National Reading Conference, Charleston, South Carolina.

Wade-Woolley, L. & Geva, E. (1993, March) Orthographic depth and language transfer: Contributing factors in the concurrent development of L1 and L2 spelling. Paper presented at the Second Language Research Forum, Pittsburgh, Pennsylvania.

Wade-Woolley, L. & Geva, E. (1993, April) Language transfer and orthographic depth: a qualitative analysis of L1 and L2 developmental spelling. Poster presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia.

Wade-Woolley, L. & Geva, E. (1993, April) The role of orthographic depth and language transfer in the concurrent development of L1 and L2 spelling. Paper presented at the American Association for Applied Linguistics, Atlanta, Georgia.

Geva, E., Wade-Woolley, L. & Shany, M. (1992, December) Examining the concurrent development of literacy in two different orthographies. Paper presented at the National Reading Conference, San Antonio, Texas.

Selected Presentations to Practitioners or Policy Makers Klinger, D. A., Kutsyuruba, B., Shulha, L. M., & Wade-Woolley, L. (2012, February).

An evaluation of the state, changes, and influence of Ontario’s School Effectiveness Framework. Presentation to the Ontario Education Research Symposium.

Klinger, D. & Wade-Woolley, L. (2010, June) Looking back and moving forward: Addressing the learning needs of students at Level 2. Association of Education Researchers of Ontario spring conference, Toronto. (Keynote presentation)

Wade-Woolley, L. (2010, April). Issues, challenges, concerns and the reality around reading instruction. Panel discussion at the OADE-OTF Conference Whose Literacy Is It?, Toronto (Invited speaker)

Klinger, D. A. & Wade-Woolley, L. (2010, June). Looking back and moving forward: What we know and need to find out about supporting students at Level 2. Talk presented to the Association of Education Researchers of Ontario, Toronto.

Jamieson, D. G., Klinger, D. A. & Wade-Woolley, L. (2009, June). The impact of the Literacy and Numeracy Secretariat: Changes in the Ontario education system. Presented to the Ontario Ministry of Education Policy and Practice Panel meeting.

Wade-Woolley, L. (2008). A research-informed reading program for prevention and early intervention. Presented to the Managing Information for Student Achievement - Eastern Ontario Regional Symposium. May 8, 2008.

Wade-Woolley, L. & Barnes, M. A. (2007). Prevention and responding to intervention in literacy. Presented to the Windsor-Essex Catholic District School Board. November 23, 2007.

Wade-Woolley, L., Barnes, M. & Martinussen, R. (2007). Response to intervention. Presented to the Hamilton Wentworth District School Board. August 22, 2007.

Wade-Woolley, L. (2006). Early intervention for students at-risk for reading difficulties in French immersion. Presented to the Ontario-Buffalo branch of the International Dyslexia Association, Toronto, ON. May 13, 2006.

Wade-Woolley, L. (2006). Differentiated instruction and universal design: What it means for literacy in the regular classroom. Presented to Limestone District School Board special education conference, Kingston, ON. May 5, 2006.

Wade-Woolley, L. (2006). Early literacy: For all children in the regular classroom. Presented to Kawartha Pine Ridge District School Board kindergarten conference, Peterborough, ON. February 2, 2006.

Wade-Woolley, L. (2005). Overview of Education For All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs. Presented at the Ontario chapter of the Council for Exceptional Children, Sudbury ON. October 20, 2005.

Wade-Woolley, L. (2005). Testing a phonemic awareness program for at-risk students in French Immersion. Presented at From Research Into Practice, Toronto, ON. November 3, 2005.

Wade-Woolley, L. (2005). Overview of Education For All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs. Presented at the Council for Ministers of Education, Canada, Toronto, November 27, 2005.

Wade-Woolley, L. (2005). Literacy in the primary grades: For all children in the regular classroom. Presented at the launch of Education For All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs. Ministry of Education, Toronto, May 18, 2005.

Teaching B.Ed. Courses – Faculty of Education, Queen’s University at Kingston

FOUN 469 Psychology of Learning Difficulties FOCI 203 Reading Kindergarten through Grade 6 PROF 100 Equity and Exceptionality FOUN 467 Psychology of Reading and Writing PROF 150 Concepts in Teacher Education (Learning and development in childhood module)

M.Ed. & Ph.D. Courses – Faculty of Education, Queen’s University at Kingston EDUC 824 Learning Disabilities EDUC 823 Psychology of Reading EDUC 820 Psychological Foundations of Learning EDUC 807 Advanced Topics in Educational Psychology EDUC 830 Advanced Topics in Psychology of Learning and Cognition EDUC 890 Introduction to Education Research EDUC 997 Principles of Systematic Review (18 hour module) EDUC 920 Cognitive Studies I EDUC 924 Cognitive Studies II

Ph.D. Courses – University of South Carolina COMD 802 Special Topics in Speech Pathology (Literacy) Fall 2015

Undergraduate Courses – University of South Carolina SCHC387 Honors College Interdisciplinary Proseminar (Politics, History and Psychology of Reading) Spring 2016 Thesis Supervision

Current graduate supervision Lindsay Heggie (Ph.D. – Queen’s University at Kingston)

Jessica Superman Chan (Ph.D. – Queen’s University at Kingston) Sana Tibi (Ph.D. – Queen’s University at Kingston)

PhD thesis students completed

Mattatall, C. A. (2011). A study of how one Ontario school board used Peer Assisted Learning Strategies and data-informed decision-making to address reading failure at grade one. (Dr. Mattatall is now an associate professor at the University of Lethbridge.)

M.Ed. thesis students completed Himada, A. (2015). Exploring the simple view of reading in two French as a Second Language groups. Massoud, L. (2014). A qualitative study of Ontario teachers’ conceptualizations of reading fluency. Chan, J. S. (2013). Exploring cognitive flexibility in adult reading achievement: the role of prosodic awareness and executive processing. Nominated for thesis prize. Fraser, C. (2010). Phonological awareness and word reading in Korean children learning English. 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: Queen’s Thesis Prize in Education. 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 children’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

B.A./B.Sc. Honours thesis students completed

Palm-Leis, M. (2013). The role of word-level and phrase-level stress in adult reading ability. (Psychology) Austin, K. (2012). Music training as it relates to reading through prosody (Psychology) Winner: Canadian Psychological Association Prize for Best Thesis in Psychology at Queen’s University Kotanko, M. (2010). Punctuation as a cue to prosodic reading in third and eighth grade children. (Psychology) Crosby, M. (2010). The missing-letter effect: Successful letter detection as a function of reading ability and stress. (Psychology) 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 children’s vowel spelling. (Psychology) Clin, E. (2008). Morphology and prosody in the reading development of children in grades 3, 5 and 7. (Linguistics) Winner: Queen’s 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)

Membership on graduate program or supervisory committees 2015 – PhD program committees (Henbest, ongoing) MSP thesis committees (Abdi, ongoing)

Membership on graduate thesis supervisory committees 1998 – 2014 PhD thesis committees Al Dahhan, ongoing; Chapman, ongoing; De Lugt, ongoing; Wiens, 2005; Miller, 2009; Li, 2012; Bowers, 2012; Cunningham (OISE/University of Toronto), 2010; Pyle, 2013

MEd thesis committees Etmanskie, 1999; Li, 1999; Fermoyle, 2000; Baker, 2001; Miller, 2002; Apostolidou, 2003; McMaster, 2003; Bowers, 2004; Tidman, 2004; Colasante, 2004; Catterson, 2005; Roth, 2005; Lai, 2006; Li, 2008; Steacy, 2009; Briand, 2010; Al Dahhan, 2013 Service

Department of Communication Sciences & Disorders, University of South Carolina

Peer teaching evaluations (2) 2015-2016 Ad hoc committee on policy for CAA accreditation (Chair) (2015-2016) Publicity committee (2015-2016)

Arnold School of Public Health, University of South Carolina Tenure and Promotion Committee (2015-2016) Academic Programs (2015-2016) Strategic Planning: Faculty Development (2015-2016)

University of South Carolina 2015 - Jewish Faculty and Staff Council (2015-2016)

Faculty of Education, Queen’s University 1998 – 2014 General Research Ethics Board (2012 – 2014) Advisory Committee to the Associate Dean, Graduate Studies and Research (2010 – 2014) Graduate Studies and Research Committee, 2001-2002; 2002-2003 (Chair), 2013 Appointments Committee, 1999-2000; 2000-2001; 2001-2002; 2002-2003; 2008-2009; 2012-2013 Renewal, Tenure and Promotion Committee, 2006-2007; 2013-2014 Education Research Ethics Board, 2003 – 2005, 2008 – 2012 (Chair, 2011-2012) Elliott Travel Fellowship Committee, 2005 – 2008 (Chair, 2008) Cognitive Studies Group Coordinator, 2007 – 2008 M.Ed. Admissions Committee, 2001; 2002; 2010 Ph.D. Admissions Committee, 2007-2008; 2011-2012; 2012-2013; 2013-2014 Dean’s Delegate at ten M.Ed or Ph.D. orals since1998

Other departments, Queen’s University Advisory Board to the Appointments Committee for Canada Research Chair in Developmental Psychology Search, Department of Psychology, 2003 – 2004 Search Committee for Chair of the Program in Jewish Studies, 2007 Internal/external examiner in Department of Psychology for ten MA or PhD thesis orals since 1998

Queen’s University Senator, 2006 – 2008

Chancellor’s Research Awards Adjudication Committee, 2002 Senate Advisory Research Committee, 2006 – 2008; 2012 Executive board, Queen’s Biological Communication Centre Rosen Lecture Committee, 2000 – 2003 (Chair, 2001 – 2003) Joint Committee to Reappoint the Principal, 2008 Assistant Fencing Coach, Ontario University Athletics League, Varsity Fencing, Queen’s University and Royal Military College. 1998-2000

Other universities Tenure and promotion review for McGill University, Department of Educational Psychology and Counseling (2005); University of Memphis, Department of Communications Disorders (2008); Mount Saint Vincent University, Department of Education (2011); Memorial University of Newfoundland (2012); Thomson Rivers University (2013) External examiner for doctoral theses at University of Toronto (8), Brock University (2), University of Granada (Spain) (1) and University of New England (Australia) (1). Service to the Academic Community

Editorial Boards Reading Research Quarterly (2010-2012) Scientific Studies of Reading (2007 – ) Reading and Writing: An Interdisciplinary Journal (2008 – ) Applied Psycholinguistics, 2005 – 2008 Journal of Research in Reading Guest Editor, special issue, 2006, vol. 29(3)

Ad hoc reviewing Learning and Instruction Applied Psycholinguistics Educational Psychology Canadian Modern Language Review Language Learning Merrill-Palmer Quarterly Alberta Journal of Education Journal of Memory and Language Journal of Educational Psychology Child Development Developmental Psychology Learning and Instruction Journal of Research in Reading Journal of Experimental Child Psychology Applied Psycholinguistics Society for Scientific Study of Reading – conference abstracts

Grant reviewing

Social Sciences and Humanities Research Council

British Academy Large Scale Grants Program Canadian Council on Learning Israel Science Foundation Nevada Reading Excellence Act Atlantic Innovation Fund

Other service Society for the Scientific Study of Reading, President (2016-2017), President-elect (2014-2015), Vice-President (2012-2013) Society for the Scientific Study of Reading, Conference Coordinator and Program Chair, 2014, 2015 Adjudication Panel, Social Sciences & Humanities Research Council, Insight Grants, 2013-2014 Adjudication Panel, Ontario Graduate Scholarships, 2008, 2009 Visiting Professor, Coventry University, UK (six days service annually, 2008 – 2010) Chair, Highly Qualified Personnel Committee, Canadian Language and Literacy Research Network, 2004 – 2008. Member, Advisory Committee for National Literacy Strategy, Canadian Language and Literacy Research Network, 2007 Organized Ontario Conference on Applied Linguistics with Liying Cheng at Queen’s University, 2004

Service to the Professional Community Member, Adjudication panel for SSHRC Insight Grants, 2014 Member, Working Table on Funding for Special Education, Ontario Ministry of Education, 2006. Member Advisory Group for Language: From Birth For Life Resource Kit, Canadian Language and Literacy Research Network and the Canadian Childcare Federation, 2006. Member of Advisory Committee, Foundations for Literacy: An Evidence-based Toolkit for the Effective Reading and Writing Teacher. (Canadian Language and Literacy Research Network) Co-Chair, Education For All: Expert Panel Report on Literacy and Numeracy Instruction for Students with Special Education Needs, 2005 (Ontario Ministry of Education). Member, Expert Panel for Early Reading Strategy, 2001 (Ontario Ministry of Education) Steering Committee Member representing the Deans of Education of Ontario: Promoting Early Intervention, 1999-2002 initiative of the Learning Disabilities Association of Ontario