CISLL Publications

 

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Submissions from 2022

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Ecuadorian and Uruguayan Teachers' Perceptions and Experiences of Teaching Online during COVID, Ximena D. Burgin, Sheila Coli, and Mayra C. Daniel

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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

Submissions from 2021

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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

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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

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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

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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching, Rachel L. Rupnow

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Mathematicians' beliefs, instruction, and students' beliefs: how related are they?, Rachel L. Rupnow

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How mathematicians assign homework problems in abstract algebra courses, Rachel L. Rupnow, Meredith Hegg, Tim Fukawa-Connelly, Estrella Johnson, and Keith Weber

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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

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A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts, Jason Wack, Collin P. Jaeger, Shupei Yuan, and Heather E. Bergan-Roller

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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

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Challenging Endocrinology Students with a Critical Thinking Workbook, Alexandra K. Daemicke, Nicholas J. Galt, Karen E. Samonds, and Heather E. Bergan-Roller

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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

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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

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Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System, Josh Cowen and Benjamin Creed

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Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning, Lindsay N. Harris and Charles A. Perfetti

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Table Facilitators' Reflections Regarding their Interprofessional Core Competencies, Sherrill R. Morris, Catherine Vanetten-Kahl, and Nancy Prange

Submissions from 2016

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Lexical Stress and Linguistic Predictability Influence Proofreading Behavior, Lindsay N. Harris and Charles A. Perfetti

Submissions from 2015

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Writing quality predicts Chinese learning, Connie Qun Guan, Lindsay N. Harris, Wanjin Meng, and Charles A. Perfetti

Submissions from 2014

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Student perspectives on self-directed learning, Carolinda Douglass and Sherrill R. Morris

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Error-related negativities during spelling judgments expose orthographic knowledge, Lindsay N. Harris, Charles A. Perfetti, and Benjamin Rickles

Submissions from 2013

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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

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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

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Improved vocabulary outcomes through student reflection: Report from an urban high school, Lindsay N. Harris

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Universal reading processes are modulated by language and writing system, Charles A. Perfetti and Lindsay N. Harris

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Bolstering the Impact of Online Professional Development for Teachers, Todd D. Reeves

Submissions from 2011

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Learning without awareness reconsidered: A replication of Williams (2005), Mandy Faretta-Stutenberg and Kara Morgan-Short

Submissions from 2010

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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

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Body Image and Expected Future Interaction, Alecia M. Santuzzi, P.L. Metzger, and J.B. Ruscher

Submissions from 1995

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The Preschool Speech Intelligibility Measure, Sherrill R. Morris