CISLL Publications
Submissions from 2022
Ecuadorian and Uruguayan Teachers' Perceptions and Experiences of Teaching Online during COVID, Ximena D. Burgin, Sheila Coli, and Mayra C. Daniel
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
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
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
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
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
Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching, Rachel L. Rupnow
Mathematicians' beliefs, instruction, and students' beliefs: how related are they?, Rachel L. Rupnow
How mathematicians assign homework problems in abstract algebra courses, Rachel L. Rupnow, Meredith Hegg, Tim Fukawa-Connelly, Estrella Johnson, and Keith Weber
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
A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts, Jason Wack, Collin P. Jaeger, Shupei Yuan, and Heather E. Bergan-Roller
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
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
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
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
Submissions from 2017
Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System, Josh Cowen and Benjamin Creed
Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning, Lindsay N. Harris and Charles A. Perfetti
Table Facilitators' Reflections Regarding their Interprofessional Core Competencies, Sherrill R. Morris, Catherine Vanetten-Kahl, and Nancy Prange
Submissions from 2016
Lexical Stress and Linguistic Predictability Influence Proofreading Behavior, Lindsay N. Harris and Charles A. Perfetti
Submissions from 2015
Writing quality predicts Chinese learning, Connie Qun Guan, Lindsay N. Harris, Wanjin Meng, and Charles A. Perfetti
Submissions from 2014
Student perspectives on self-directed learning, Carolinda Douglass and Sherrill R. Morris
Error-related negativities during spelling judgments expose orthographic knowledge, Lindsay N. Harris, Charles A. Perfetti, and Benjamin Rickles
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
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
Improved vocabulary outcomes through student reflection: Report from an urban high school, Lindsay N. Harris
Universal reading processes are modulated by language and writing system, Charles A. Perfetti and Lindsay N. Harris
Bolstering the Impact of Online Professional Development for Teachers, Todd D. Reeves
Submissions from 2011
Learning without awareness reconsidered: A replication of Williams (2005), Mandy Faretta-Stutenberg and Kara Morgan-Short
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
