CISLL Publications
Submissions from 2024
Contributions of Speaking, Listening, and Semantic Depth to Word Learning in Typical 3- and 4-Year-Olds, Peter Richtsmeier, Allison Gladfelter, and Michelle Moore
How Mathematicians Characterize and Attempt to Develop Understanding of Concepts and Definitions in Proof-Based Courses, Rachel Rupnow and Timothy Fukawa-Connelly, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Submissions from 2023
The Urgent Need for Neuroscience Research to Consider Culture when Assessing the Development of Gait in Autistic Children: A Scoping Review, Milijana Buac, Gabriela Ibarra, Ricardo Torres, Sinana Onal, Allison Gladfelter, and Ziteng Wang
Spanish L2 Development in a Short-Term Domestic Immersion Program, Kara Moranski, Juan Godoy-Peñas, Bernard Issa, Mandy Faretta-Stutenberg, and Harriet Wood Bowden, Department of World Languages and Cultures| Center for the Interdisciplinary Study of Language and Literature
Norms of mathematical definitions: Imposing constraints, permitting choice, or both?, Rachel Rupnow and Brooke Randazzo, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Submissions from 2022
Ecuadorian and Uruguayan Teachers' Perceptions and Experiences of Teaching Online during COVID, Ximena D. Burgin, Sheila Coli, and Mayra C. Daniel, Department of Curriculum and Instruction (CI)| Department of Educational Technology, Research and Assessment (ETRA)
Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired., Nosheen Gul, Lindsay N. Harris, Alicia LaRouech, and Gracie Strohm
The role of word knowledge in error detection: A challenge to the broken-error-monitor account of dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, and Benjamin Rickles, Center for the Interdisciplinary Study of Language and Literature| Department of Leadership, Educational Psychology, and Foundations (LEPF)
Braille literacy as a human right: A challenge to the “inefficiency” argument against braille instruction, Lindsay N. Harris, Allison Gladfelter, Alecia M. Santuzzi, Iwona Barbara Lech, Rocío Rodriguez, Luis E. Lopez, Dawn Soto, and Ailing Li
Culture is not destiny, for reading: highlighting variable routes to literacy within writing systems, Lindsay N. Harris and Elizabeth Hirshorn
Sameness in Mathematics: A Unifying and Dividing Concept, Rachel Rupnow, Brooke Randazzo, Eric Johnson, and Peter Sassman, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Sameness in Algebra: Views of Isomorphism and Homomorphism, Rachel Rupnow and Peter Sassman, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Submissions from 2021
Preparing for Class: Actions and Resources of Introductory Biology Students, Tina M. Ballard, Sabah Sattar, Kendra D. Wright, Jaime L. Sabel, and Heather E. Bergan-Roller, Department of Biological Sciences
Assessing How Students Value Learning Communication Skills in an Undergraduate Anatomy & Physiology Course, Heather E. Bergan-Roller, Nicole D. LaDue, Karen E. Samonds, Alecia M. Santuzzi, and Christina Cline, Department of Biological Sciences| Department of Geology and Environmental Geosciences| Department of Psychology
Exploring How Public Libraries Can Build Situational Interest in Science, Amanda M. Durik, Sarah M. Post, Wanda Green, Audra P. Jensen, Joy S. Pawirosetiko, Cody Gibson, and Paul B. Dusenbery, Department of Psychology
Conceptual Metaphors for Isomorphism and Homomorphism: Instructors’ Descriptions for Themselves and When Teaching, Rachel Rupnow, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Mathematicians’ Beliefs, Instruction, and Students’ Beliefs: How Related are They?, Rachel Rupnow, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
How Mathematicians Assign Homework Problems in Abstract Algebra Courses, Rachel Rupnow, Meredith Hegg, Timothy Fukawa-Connelly, Estrella Johnson, and Keith Weber, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching, Rachel L. Rupnow, Department of Mathematical Sciences
Mathematicians' beliefs, instruction, and students' beliefs: how related are they?, Rachel L. Rupnow, Department of Mathematical Sciences
How mathematicians assign homework problems in abstract algebra courses, Rachel L. Rupnow, Meredith Hegg, Tim Fukawa-Connelly, Estrella Johnson, and Keith Weber, Department of Mathematical Sciences
Establishing a Baseline of Science Communication Skills in an Undergraduate Environmental Science Course, Rashmi Shivni, Christina Cline, Morgan Newport, Shupei Yuan, and Heather E. Bergan-Roller, Department of Biological Sciences| Department of Communication
A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts, Jason Wack, Collin P. Jaeger, Shupei Yuan, and Heather E. Bergan-Roller, Department of Biological Sciences| Department of Communication
Understanding and Improving Outcomes for Students in an Underserved Secondary School in Kenya: A School-Community-University Partnership, Teresa A. Wasonga, Ximena D. Burgin, and Mayra C. Daniel, Department of Leadership, Educational Psychology, and Foundations (LEPF)| Department of Curriculum and Instruction (CI)
Submissions from 2020
Challenging Endocrinology Students with a Critical Thinking Workbook, Alexandra K. Daemicke, Nicholas J. Galt, Karen E. Samonds, and Heather E. Bergan-Roller, Department of Biological Sciences
‘I’m being pulled in too many different directions’: academic identity tensions at regional public universities in challenging economic times, Daryl Dugas, Amy E. Stich, Lindsay N. Harris, and Kelly H. Summers, Center for the Interdisciplinary Study of Language and Literature; Department of Leadership, Educational Psychology, and Foundations (LEPF)
How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features, Allison Gladfelter and Kacy L. Barron, School of Allied Health and Communicative Disorders
A perturbed system: How tenured faculty responded to the COVID-19 shift to remote instruction, Rachel L. Rupnow, Nicole D. LaDue, Nicole M. James, and Heather E. Bergan-Roller, Department of Chemistry and Biochemistry| Department of Biological Sciences| Department of Mathematical Sciences| Department of Geology and Environmental Geosciences
Submissions from 2018
Semantic Richness and Word Learning in Children with Autism Spectrum Disorder, Allison Gladfelter and Lisa Goffman
Submissions from 2017
Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System, Josh Cowen and Benjamin Creed, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Table Facilitators' Reflections Regarding their Interprofessional Core Competencies, Sherrill R. Morris, Catherine Vanetten-Kahl, and Nancy Prange, School of Allied Health and Communicative Disorders
Submissions from 2016
Lexical Stress and Linguistic Predictability Influence Proofreading Behavior, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2015
Writing quality predicts Chinese learning, Connie Qun Guan, Lindsay N. Harris, Wanjin Meng, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2014
Student perspectives on self-directed learning, Carolinda Douglass and Sherrill R. Morris, School of Allied Health and Communicative Disorders
Error-related negativities during spelling judgments expose orthographic knowledge, Lindsay N. Harris, Charles A. Perfetti, and Benjamin Rickles, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2013
Integrating and Differentiating Aspects of Self-Regulation: Effortful Control, Executive Functioning, and Links to Negative Affectivity, David Bridgett, Kate B. Oddi, Lauren Laake, Kyle Murdock, and Melissa Bachmann,
Early stage visual-orthographic processes predict long-term retention of word form and meaning: A visual encoding training study, Fan Cao, Ben Rickles, Marianne Vu, Ziheng Zhu, Derek Ho Lung Chan, Lindsay N. Harris, Joseph Stafura, Yi Xu, and Charles A. Perfetti, Center for the Interdisciplinary Study of Language and Literature| Department of Leadership, Educational Psychology, and Foundations (LEPF)
Writing Affects the Brain Network of Reading in Chinese: A Functional Magnetic Resonance Imaging Study, Fan Cao, Marianne Vu, Derek Ho Lung Chan, Jason M. Lawrence, Lindsay N. Harris, Qun Guan, Yi Xu, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children, Allison Gladfelter and Lisa Goffman
Alternative Tense and Agreement Morpheme Measures for Assessing Grammatical Deficits During the Preschool Period, Allison Gladfelter and Laurence B. Leonard
Improved vocabulary outcomes through student reflection: Report from an urban high school, Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Universal reading processes are modulated by language and writing system, Charles A. Perfetti and Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Bolstering the Impact of Online Professional Development for Teachers, Todd D. Reeves, Department of Educational Technology, Research and Assessment (ETRA)
Submissions from 2011
Learning without awareness reconsidered: A replication of Williams (2005), Mandy Faretta-Stutenberg and Kara Morgan-Short
Evidence-based speech and language intervention strategies for the birth to three populations, Allison Gladfelter, Oliver Wendt, and Anu Subramanian
Submissions from 2010
Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender., Sandra Yu Rueger, Christine K. Malecki, and Michelle K. Demaray,
Submissions from 2006
Body Image and Expected Future Interaction, Alecia M. Santuzzi, P.L. Metzger, and J.B. Ruscher,
Submissions from 1995
The Preschool Speech Intelligibility Measure, Sherrill R. Morris, School of Allied Health and Communicative Disorders
