Curriculum Vitae
Robert Savage
Department of Educational and Counselling Psychology
Faculty of Education, McGill University
PERSONAL INFORMATION .............................................................................. 2
Education ................................................................................................................... 2
Employment ............................................................................................................... 2
Awards and Distinctions ............................................................................................ 3
RESEARCH AND SCHOLARLY ACTIVITY ................................................. 5
RESEARCH GRANTS SUMMARY ........................................................................ 5
Journal Articles: Peer Reviewed - Papers Accepted / In Press ................................ 10
Journal Articles: Peer Reviewed - Papers Published ............................................... 10
Journal Articles: Papers Under Review ................................................................... 15
Journal Articles: Advanced State of Preparation ..................................................... 16
Book chapters: Published and In Press .................................................................... 18
Book chapters: Advanced State of Preparation ....................................................... 19
Other Contributions to Practice Review and Dissemination .. Error! Bookmark not
defined.
Reports – Examples of Technical and Professional Reports ................................... 22
Presentations and Conferences ................................................................................ 24
Workshops Given..................................................................................................... 24
Workshops Taken .................................................................................................... 37
TEACHING AND GRADUATE SUPERVISION ......................................... 39
Courses Taught at McGill ........................................................................................ 39
Graduate Research Supervision ............................................................................... 40
Masters and Ph.D Committees ................................................................................. 43
Independent Research Internship Credits ................................................................ 44
SERVICE .................................................................................................................. 46
Administrative Responsibilities – Department Committees .................................... 46
Faculty Committees ................................................................................................. 46
University Service .................................................................................................... 47
Committees Outside McGill .................................................................................... 47
Professional Service ................................................................................................. 47
Research Review ...................................................................................................... 48
Granting Review ...................................................................................................... 49
Professional and Academic Memberships ............................................................... 49
Community .............................................................................................................. 49
Robert Savage
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Curriculum Vitae
Robert Savage
Department of Educational and Counselling Psychology
Faculty of Education, McGill University
PERSONAL INFORMATION
EDUCATION
1998
Ph.D. Research (Experimental Psychology)
University of London, Institute of Education (Ph. D completed in 3
years)
1999
M.Sc. Professional Educational Psychology (Qualified School
Psychologist)
University of London, Institute of Education
1994
M.Sc. Research Degree in Experimental Psychology
Cambridge University, St John’s College
1992
Post-graduate Certificate in Education
Cambridge University, Homerton College
1989
B.A. Honours Degree in Experimental Psychology
Oxford University, Worcester College
EMPLOYMENT
2006
Associate Professor, Faculty of Education, McGill University,
Montreal
2003
Assistant Professor, Faculty of Education, McGill University,
Montreal.
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2008 – 2012
2001 – 2002
2001 – 2002
1999 – 2002
1999 – 2002
1995 – 2002
1994 – 1997
1997 – 1998
1990 – 1991
Program Director Inclusive Education, Program Director Human
Development, Ph. D program, M. Ed Inclusive and General and 5
associated undergraduate and certificate in education programs.
Consultant Educational Psychologist for Advanced Learning Sciences,
Hampstead.
Associate Lecturer Professional Educational Psychology training
course, University of London & Institute of Education, London.
Professional Educational Psychologist (School Psychologist) for the
London Borough of Sutton
Eligible for royal chartered status as professional Educational
Psychologist (Cert. Psychol).
Post-Doctoral researcher with Dr Morag Stuart at the London
University Institute of Education
Associate Lecturer for Open University
Lecturer in Psychology, East Berkshire College A levels, GCSEs
(equivalent to CEGEP)
Research Officer at the National Foundation for Educational Research.
Research Assistant Department of Employment project on ‘broad skills’
in the National Vocational Qualifications (NVQs).
AWARDS AND DISTINCTIONS
2013
Petitioned by president elect and SSSR board to stand for role of
President of The Society for the Scientific Study of Reading (vicepresident, president- president-elect sequence).
2013
Article by Kirby and Savage (2008) in top 10 downloaded articles from
Literacy, two years in a row.
2007
William Dawson Scholar. The William Dawson Scholarship is
equivalent to a Canada Research Chair Tier 2.
2012
William Dawson Scholar Renewed
Two papers (Savage et al., 2003; Savage & Carless, 2005) selected
among 14 included from 6,632 included in latest Cochrane
collaboration systematic review on effective early preventative
reading intervention: MacArthur et al. Phonics training for Englishspeaking poor readers http://www.cochrane.org/ (published online,
December 2012). My data represents 25% of the total in the review.
Savage et al. (2003) & Savage & Carless (2008) included in ‘What
Works Clearing House’ (U.S. Department of Education’s Institute of
Educational Sciences) review of best practice.
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These same papers included in Torgerson Brooks and Hall re-review
of RCT research on synthetic versus analytic phonics instruction
(review for UK government, Department of Education forthcoming).
SSHRC Insight Grant application ‘Responding to Intervention:
Schools where all children learn to read’ ranked 2nd out of 70.
2011
Nominated by my graduate team for a distinguished teaching award.
Haigh, Savage, Genesee and Erdos (2011) 4th most coted article in
Journal of Research in Reading.
2009
Savage et al. (2003) paper on reading intervention placed on Journal
of Research in Reading all-time ‘classic’ most highly-cited papers
http://www.wiley.com/bw/vi.asp?ref=0141-0423&site=1.
2008
Plain language summary of our research on early reading
intervention disseminated by UK government to all schools in
England and Wales.
2007
Dr Noni McDonald award, Canadian Paediatrics Association award
for best paper of the year.
Canadian Speech and Language Association Editors award for best
paper of the year (with Professor Susan Rvachew)
2006
Savage et al. (2001) cited in the Rose Review of Literacy Policy in
England and Wales, influencing all subsequent national policy.
2004
SSHRC research grant application was short-listed for the
AURORA prize for new researchers.
2002
Honorary Research Associate, University College, London.
2001
Honorary Research Associate, Institute of Education, London
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RESEARCH AND SCHOLARLY ACTIVITY
RESEARCH GRANT SUMMARY
18 Principal Investigator grants (total funding well over $1 million)
2012 – 2017
Savage, R. S. Responding to intervention: Schools where all children
are taught to read. SSHRC Insight grant. $350,000 awarded with
Eileen Wood (Wilfrid Laurier University), Noella Piquette (Lethbridge)
and Helene Deacon (Dalhousie).
2013 – 2015
Savage, R. S. Families and Schools in unison: Teaching all children
to read. Max Bell Foundation. $200,000 awarded. Team as above.
2010 - 2011
Savage, R. S. Similarities in Teaching English and French Second
Language (STEF). Ministry of Education, Leisure and Sport
(MELS, Quebec) Entente-Quebec-Canada grant $70,000 (2010-11).
2011 - 2014
Savage, R. S. STEF, MELS. A further $25,000 was awarded for the
2011-2012 year following strong progress in year 1, $50,000 in 201213 and $40,000 for 2013 - 2014.
2008 - 2012
Savage, R. S. The efficacy and effectiveness of the ABRACADABRA
web-based reading intervention. Social Sciences and Health Research
Council of Canada standard grant. $108,000. With Philip Abrami
(Concordia)
2007-2009
Savage, R. S. ABRACADABRA: A study in the development,
implementation, and effectiveness of a web-based literacy resource.
Canadian Language and Literacy Research Network Investigator –
Large Grant program ($250, 000 awarded). With Philip Abrami, & Erin
Comaskey (Concordia).
2007-2009
Savage, R. S. Canadian Language and Literacy Research Network
Investigator–Initiated Research Program. Grant no: 27071301.
ABRACADABRA: Strengthening the link: A Study in the Development,
Implementation and Effectiveness of a Web-based Literacy Resource.
($146,500 awarded).
2004 – 2007
Savage, R. S. Social Sciences and Health Research Council Standard
Grant no: 410-2004-1371: Children’s use of analogies in reading and
spelling acquisition. $127,000 awarded.
2005 – 2007
Savage, R. S. Using technology to coordinate core and
supplementary reading instruction in Success for All schools. US
Department of Education Grant number S332B05004: $15,000
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2006 – 2007
Savage, R. S. The nature of effective teaching in Level 1 Cycle 1. Sir
Wilfred Laurier School Board, $20,000.
2006
Savage, R. S. Highly Qualified Personnel Award 3 times. ($6,000 x 3
= $18,000). Canadian Language and Literacy Research Network.
2007
2008
2003 – 2006
1995 – 1998
1992 – 1994
Savage, R.S. TWO McGill University personal grants awarded.
($5,000 each).
Savage, R. S. TWO Staff development grants. EBC / NFER (UK)
(total award value - £3,000 = $7,200 Canadian).
Biotechnology and Biological Sciences Research Council (BBSRCUK) Scholarship (award value - £15,000 = $36,000 Canadian).
Team Grants Awarded (29 grants totalling over $6 million)
2013-2015
Evaluating the value-added impact of technology-based reading
programs in Key Stage 1 £756,466 UK Sterling ($1,202,780) awarded.
Janet Vousden, Clare Wood (Coventry University UK).
2011 - 2015
Exploiter les connaissances des enfants sur les relations entre les mots
afin d’ameliorer l’orthographe au Quebec francophone: Etude
experimentale et d’intervention. FQRSC (Action concertée, Programme
de recherche sur l'écriture). ($150,000 awarded), with Laura Gonnerman
Hélène Deacon (Dalhousie University).
2011 - 2012
The Critical Transition: From Learning-to-read to Reading-to-learn.
SSHRC partnership grants ($20,000), with Willms, D., Timmons, V.,
Deacon, H., Siegel. L., & Yong, Z.
2011 - 2018
FQRSC Volet regroupements stratégiques: Centre for the Study of
learning and Performance, $83,160. Abrami, P., with Savage, R. and other
members of CSLP.
2009 - 2013
Le désign et l'évaluation des environnements d'apprentissage assisté par
les technologies. FQRSC equipe grant. $708, 924 team grant awarded.
Abrami, Philip C., Bernard, Robert Savage, Robert, Schmid, Richard., Bures,
Eva., Davidson, Ann Louise., Dedic, Helena., & Rosenfield, Steven.
2010 - 2013
Computers, parents, and early childhood: Exploring their
contribution to developing reading skills. $87,497 Social Sciences and
Humanities Research Council grant, with Wood, E., Evans, M.E., &
Gottardo, A.
2010 - 2011
Supporting early literacy activities - a community approach. Alberta
Rural Development Network Grant. $10,000 with Piquette, N.
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2009 - 2012
Improving foundational literacy through technology in regional and
remote schools through a randomized controlled trial. $411, 528
(Australian) awarded, with Lea, T. S., Carapetis, J., Morris, P., Louden,
W. R., & Abrami, P.
2008
Community-University Research Alliance. Yes we can! - supporting
the literacy needs of all Canadians with ABRACADABRA. $20,000
applied for. SSHRC community-university research alliance grant.
Abrami, P., and colleagues.
2007-2009
CRLMB McGill post-doctoral award for Corinne Haigh. Award of
$50,000, with Fred Genesee (McGill).
2007-2008
ABRACADABRA: A study in the development, implementation and
effectiveness of a Web-based literacy resource. Canadian Council on
Learning. $70,000 with Abrami, P., Wood, E., & Comaskey, E.
2007-2010
ABRACADABRA! Improving literacy through Technology. Telstra
Foundation Social Innovation Grants: technology Operating:
$750,000; Canadian's portion: $135,000), with Tess Lea, Charles
Darwin University, Australia).
2008-2009
Essential Education Skills for Canadians in the New Economy:
Building understanding to improve practice. Ministère du
Dévelopement Economique, de L’Innovation et de L’Exportation
(MDEIE $585,629), with Collins, L., de Almeida, R., Gatbonton, E.,
Horst, E. M., Savage, R., Schmid, R., Segalowitz, N., Strobel, J., &
Trofimovich, P.).
2007 – 2009
The suitability of French immersion for anglophone students who
are at-risk for language or reading impairment. Canadian Language
and Literacy Research Network. Investigator-Initiated research
program. $150,000, with Genesee, F (Psychology) and Lyster, R.
(Education), McGill University.
2005 – 2009
Evaluating technology-based learning environments. FQRSC team
grant renewal under the Soutiens aux équipes de recherches program.
$642,940 awarded. With CSLP team.
2006-2008
Maximising the effectiveness of phonological therapy. Canadian
Language and Literacy Research Network team grant. $151,500
team grant awarded, with Susan Rvachew CSD McGill.
2006-2007
ABRACADABRA: Un système Web équilibré d'intervention en
lecture à l'échelle du mot et du texte. Le Centre de Transfert pour la
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réussite educative de Québec. $194,092 team grant, with CSLP
2006-2007
Transitioning to high school: Connecting and belonging. Ministry de
Education Loisir et Sport. $72,961 team grant awarde, with Valerie
Ford, Educational Consultant: Riverside School Board.
2006-2007
Supporting Inclusive Practice in New Frontiers School Board.
Ministry de Education Loisir et Sport. $52,000 team grant awarded,
with Karen Zey, Educational Consultant: New Frontiers School Board.
2006 - 2007
Soutiens des écoles utilisant l’e-portfolio et ABRACADABRA.
$52,000 team grant awarded. Ministry de Education Loisir et Sport.
with CSLP team.
2005 – 2006
Bilingual Education in Canada’s official languages: Meeting the
needs of all students. SSHRC strategic grant application. $98,000
awarded, with F. Genesee.
2007 - 2008
Performance of at-risk students in French Immersion: A follow-up
study. SSHRC strategic grant application. $85,000 awarded. Further
two-year team grant, with F Genesee.
2005 – 2006
Technical Support: Centre for Research on Language Brain and
Mind. $15,000 team grant awarded, with Genesee, F, Lyster, R, and
Rvachew, S.
2005 – 2006
ABRACADABRA: A balanced reading approach for Canadians
designed to achieve best results for all. Inukshuk Fund. $143,500 team
grant awarded (with Hipps, G., Therrien, M.C., & Wade, A.).
2003 – 2005
An early elementary literacy toolkit to improve reading skills and
prevent student dropouts $10,000 team grant awarded. Chawkers
Foundation (with Tucker, B., Therrien, M.C., & Wade, A.).
2003 – 2011
Volet Regroupement Stratégiques. $1,663,200.Abrami, P. C.
(Concordia University), and other members of the CSLP. This
includes 6 universities, 3 CEGEPS, and 32 researchers.
2001 – 2004
Evaluating technology-based learning environments. FQRSC
(Soutiens aux équipes de recherches programme). $190,000 team grant
awarded, with Abrami, P.
2001 – 2004
Preventing dyslexia through early intervention. JJ Trust and Helen
Arkell Dyslexia Association Research fund (£100,000, $200,000
Canadian), with Sue Carless director of support services London
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Borough of Sutton.
1998
The listening Comprehension Test. Product development grant for a
commercial listening comprehension test from National Foundation
for Educational Research, U. K. £80,000 ($192,000 Canadian)
awarded, with Hagues, N., Siddiqui, R., and Merwood, P.
1999 – 2000
Department of Education Professional Training Bursary (award
value - £21,000 = C$50,000) for professional training as a School
Psychologist.
Biotechnology and Biological Sciences Research Council (BBSRC)
Scholarship for Masters Degree at the Department of Experimental
Psychology, Cambridge University (award value - £15,000 = $36,000
Canadian).
1992 – 1994
Grants Currently Under Consideration
2014 – 2016 Love of Reading. Janette Pelletier (University of Toronto) and Robert
Savage. $406,059 requested to explore the impact of extra books on
teenage literacy.
2014 – 2016 Ministère de l’Éducation, du Loisir et du Sport (MELS):
ABRACADABRA, une resource web gratuite appuyée par la
recherche, pour favoriser l'apprentissage de la lecture et de l'écriture.
Demande de soutien financier au ministère de l’éducation, du loisir et
du sport (MELS) pour la traduction et l'adaptation en français
d'ABRACADABRA, une ressource web gratuite, appuyeé par la
recherche, pour favoriser l'apprentissage de la lecture et de l’écriture.
$750,000 requested, with Monique Brodeur (PI) et Julien Mercier,
Université du Québec à Montréal, Phil Abrami, Anne Wade Concordia
University.
2014 - 2018
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Meta-academic Skill Development for Highest Risk Preschool-aged
Children: Developing Academic Resilience. Chagnon Foundation
grant to McGill Education Faculty. Steven Shaw as PI. Robert
Savage (and 4 McGill colleagues) as co-applicants. $2,750,000
requested. (INITIAL PROPOSAL LOI ACCEPTED, FULL
PROPOSAL IN CURRENT DISCUSSION WITH THE
FOUNDATION).
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RESEARCH AND SCHOLARLY PRODUCTIVITY
To date I have 85 peer reviewed publications (including ‘in press’):
JOURNAL ARTICLES: 66 PEER REVIEWED
PAPERS ACCEPTED / IN PRESS
Savage, R. S., Burgos, G., Wood, E., & Piquette, N. (2015). The simple view of reading
as a framework for national literacy initiatives: A hierarchical model of pupil-level
and classroom-level factors. British Educational Research Journal.
JOURNAL ARTICLES: PEER REVIEWED - PAPERS PUBLISHED
Piquette, N., Savage, R. S., & Abrami, P. (2014). A cluster randomized control field
trial of the ABRACADABRA web-based reading technology: Replication and
extension of basic findings. Frontiers in Psychology. 04 December 2014. doi:
10.3389/fpsyg.2014.01413.
Archer, K., Savage, R.S., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V.
(2014). Examining the effectiveness of technology-use on classrooms: A tertiary
meta-analysis. Computers and Education, 78, 140-149,
http://dx.doi.org/10.1016/j.compedu.2014.06.001.
Chen, V. & Savage, R. S., (2014). Evidence for a simplicity principle: Teaching
common complex grapheme-phonemes improves reading and motivation in at-risk
readers. Journal of Research in Reading, 37, 196–214, DOI:10.1111/14679817.12022.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. (2014). Predicting risk for oral and
written language learning difficulties in students educated in a second language.
Applied Psycholinguistics, 35, 371-398.
Wolgemuth, J., Abrami, P., Helmer, J., Savage, R. S., Harper, H., Lea, T., (2014).
Implementation fidelity of the ABRACADABRA multisite RCT on early literacy in
Northern Australia. Journal of Educational Research, 107, 299-311.
Deault, L., & Savage, R. S. (2013). Effective classroom contexts to develop literacy and
attention skills for typical and atypical children. Psychological Abnormalities in
Children, 1, 1-9. DOI: http://dx.doi.org/10.4172/2329-9525.1000106
Savage, R. S., Abrami, P., Piquette-Tomei, N., Wood, E., Sanghera-Sidhu, S., Burgos,
G., & Deleveaux, G. (2013). A pan-Canadian cluster randomized control
effectiveness trial of the ABRACADABRA web-based literacy program. Journal of
Educational Psychology, 105, 310-328. DOI: 10.1037/a0031025.
Wolgemuth, J., Savage, R. S., Helmer, J., Harper, H., Lea, T., Abrami, P., Halkitis, K.,
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& Kirby, A. (2013). The impact of ABRACADABRA on indigenous and nonindigenous early literacy in Australia: A multi-site randomised control trial.
Computers and Education, 67, 250-264. DOI:
http://dx.doi.org/10.1016/j.compedu.2013.04.002.
Di Stasio, M., Savage, R. S., & Abrami, P. (2012). A follow up study of the
ABRACADABRA web-literacy intervention in grade 1. Journal of Research in
Reading, 35, 69-86. DOI: 10.1111/j.1467-9817.2010.01469.x.
Erten, O., & Savage, R. S. (2012). Moving forward in inclusive education research.
International Journal of Inclusive Education, 16, 221-233. DOI
10.1080/13603111003777496.
Grant, A., Wood, E., Gottardo, A., Evans, M. E., Phillips, L., & Savage, R. S. (2012).
Assessing the content and quality of commercially available reading software
programs: Do they have the fundamental structure to promote the development of
early reading skills in children? National Head Start Association Journal. (NHSA
Dialogue: A research-to-practice journal for the early childhood field). 15, 319–
342, DOI: 10.1080/15240754.2012.725487.
Irannejad, S., & Savage, R. S. (2012). Is a cerebellar deficit the cause of reading
disabilities? Annals of Dyslexia, 61, 22-52.
Wood, E., Gottardo, A., Grant, A., Evans, M. E., Phillips, L., & Savage, R.S. (2012).
Developing tools for assessing commercially-available reading software programs to
promote the development of early reading skills in children. National Head Start
Association Journal, 15, 350-354. DOI: 10.1080/15240754.2012.725489.
Anderson, A., Wood, E., Piquette-Tomei, N., Savage, R. S., & Mueller, J. (2011).
Evaluating the impacts of just-in-time instructional support for teachers introducing
a web-based reading program for primary grade children. Journal of Technology
and Teacher Education, 19, 499-525.
Cornish, K., Savage, R. S., Hocking, D. R., & Hollis, C. P. (2011). Association of the
DAT1 phenotype with inattentive behavior is mediated by reading ability in a
general population sample. Brain and Cognition, 77, 453-458.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. A. (2011). Individual differences in
second language reading acquisition: A study of early French immersion students.
International Journal of Bilingualism, 15, 3-25. DOI: 10.1177/1367006910371022).
Haigh, C., Savage, R.S., Genesee, F., & Erdos, C. (2011).The role of onset-rime
awareness in second language reading acquisition. Journal of Research in Reading
(special issue on bilingualism, 34, 94-113. DOI: 10.1111/j.1467-9817.2010.01475.x.
Savage, R. S., Deault, L., Daki, J., & Aouad, J. (2011). Orthographic analogies and
early reading: Evidence from a multiple clue word paradigm. Journal of
Educational Psychology, 103, 190-205. DOI: 10.1037/a0021621.
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Wolgemuth, J., Savage, R. S., Helmer, J., Bottrell, C., Emmett, S., Lea, T., Harper, H.,
& Abrami, P. (2011). Using computer-based instruction to improve indigenous early
literacy in Northern Australia: A quasi-experimental study. Australasian Journal of
Educational Technology, 27, 727-750.
Savage, R. S., Erten, O., Abrami, P., Hipps, G., Comaskey, E., & van Lierop, D. (2010).
ABRACADABRA in the hands of teachers: The effectiveness of a web-based
literacy intervention in grade 1 language arts programs. Computers and Education,
55, 911-922.
Daki, J., & Savage, R. S. (2010). Solution-focused brief therapy: Impacts on academic
and emotional difficulties. Journal of Educational Research, 103, 309-326.
Aouad, J., & Savage, R. S. (2009). The component structure of pre-literacy skills:
Further evidence for the Simple View of Reading. Canadian Journal of School
Psychology, 24, 183-200.
Comaskey, E. M., Savage, R. S., & Abrami, P. (2009). A randomized efficacy study of
a web-based literacy intervention among disadvantaged urban kindergarten children.
Journal of Research in Reading, 32, 92-108 (special issue on literacy and
technology).
Deault, L., Savage, R. S., & Abrami, P. (2009). Inattention and response to the
ABRACADABRA web-based literacy intervention. Journal of Research in Effective
Intervention, 2, 1-37.
Kendeou, P., Savage, R. S., & Van den Broek, P. (2009). Revisiting the Simple View of
Reading. British Journal of Educational Psychology, 79, 353-370.
Savage, R. S., Abrami, P., Hipps, G., & Deault, L. (2009). A randomized control study
of the ABRACADABRA reading intervention program in grade 1. Journal of
Educational Psychology, 101, 590-604.
Savage, R. S., Carless, S., & Erten, O. (2009). The long-term effects of reading
interventions delivered by experienced teaching assistants. Support for Learning, 24,
94-101.
Kirby, J., & Savage, R. S. (2008). Can the simple view deal with the complexities of
reading? Literacy, 42, 75-82 (special issue on the Simple View of Reading).
Savage, R. S. & Carless, S. (2008). The impact of reading interventions delivered by
Teaching Assistants on Key Stage 1 performance. British Educational Research
Journal, 34, 363-385.
Savage, R. S., & Pompey, Y. (2008). What does the evidence really say about effective
literacy teaching? Educational and Child Psychology, 25, 21-30, – special issue: The
development of literacy: Implications of current understanding for applied
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psychologists and educationalists
Savage, R. S., Pillay, V., & Melidona, S. (2008). Rapid Serial Naming is a unique
predictor of spelling in children. Journal of Learning Disabilities, 41, 235-250.
Luciano, R., & Savage, R. S. (2007). Bullying risk in children with learning difficulties
in inclusive education settings. Canadian Journal of School Psychology, 22, 14 -31.
Savage, R. S. (2007). Cerebellar tasks do not distinguish between children with
developmental dyslexia and children with intellectual disabilities. Child
Neuropsychology, 13, 389-407.
Savage, R. S., Carless, S., & Ferrero, V. (2007). Predicting curriculum and test
performance from pupil background, baseline skills and phonological awareness at
age 5: A six-year follow-up at the end of Key Stage 2. Journal of Child Psychology
and Psychiatry, 48, 732-739.
Savage, R. S., Lavers, N., & Pillay, V. (2007). Working memory and reading
difficulties: What we know and what we do not know about the relationship.
Educational Psychology Review, 19, 185 - 221.
Savage, R. S., Pillay, V., & Melidona, S. (2007). Deconstructing rapid automatised
naming: Component processes and the prediction of reading difficulties. Learning
and Individual Differences, 17, 129 - 146.
Savage, R. S. & Wolforth, J. (2007). An additive simple view of reading describes the
performance of good and poor readers in higher education Exceptionality Education
Canada, 17, 243-268.
Rvachew, S., & Savage, R. S. (2006). Practitioner Review: Pre-school foundations of
early reading acquisition. Pediatrics and Child Health, 11, 589-593.
Blair, R., & Savage, R. S. (2006). Name writing but not environmental print recognition
is related to letter-sound knowledge and phonological awareness in pre-readers.
Reading and Writing: An Interdisciplinary Journal, 19, 991-1016.
Rvachew, S., Olberg, M., & Savage, R. S. (2006). Young Children’s response to
maximum performance tasks: Preliminary data and recommendations. Journal of
Speech Language Pathology and Audiology, 30, 6-13.
Savage, R. S. (2006a). Effective early reading instruction and inclusion: Some
reflections on mutual dependence. International Journal of Inclusive Education:
Special Issue, 10, 347-361.
Savage, R. S. (2006b) Reading comprehension is not always the product of decoding
and listening comprehension: Evidence from teenagers who are very poor readers.
Scientific Studies of Reading, 10, 143-164.
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Savage, R. S., Blair, R., & Rvachew, S. (2006). Rimes are not necessarily favored by
pre-readers: Evidence from epi- and meta-linguistic phonological tasks. Journal of
Experimental Child Psychology. 94, 183-205.
Savage, R. S., Cornish, K., Manly, T., & Hollis, C. (2006). Cognitive processes in
children’s reading and attention: The role of working memory, divided attention, and
response inhibition. British Journal of Psychology 97, 365-385.
Savage, R. S. & Frederickson, N. (2006). Beyond phonology: What else is needed to
describe the problems of poor readers and spellers? Journal of Learning Disabilities
39, 399-413.
Savage, R. S., & Stuart, M. (2006). A developmental model of reading acquisition based
upon early scaffolding errors and subsequent vowel inferences. Educational
Psychology, 26, 33 - 53.
Cornish, K. M., Manly, T., Savage, R. S., Swanson, J. C., Grant, D., Morisano, N.,
Butler, G., Cross, G., Sutherland, L., & Hollis, C. P. (2005). Association of the
dopamine transporter (DAT1) 10/10-repeat genotype with ADHD- symptoms and
response inhibition in a general population sample. Molecular Psychiatry, 1, 1-13.
Savage, R. S. (2005a). Friendship and bullying patterns in children with language
impairments. Educational Psychology in Practice, 21,25-38.
Savage, R. S. (2005b). Classroom assistants aid reading development. Literacy Today,
42, 20-21.
Savage, R. S., & Carless, S. (2005a). Phoneme manipulation but not onset-rime
manipulation is a unique predictor of early reading. Journal of Child Psychology
and Psychiatry and Allied Disciplines, 46, 1297-1308.
Savage, R. S. & Carless, S. (2005b). Learning Support Assistants can deliver effective
reading interventions for ‘at-risk’ children. Educational Research, 47, 45-61.
Savage, R. S. & Frederickson, N. (2005). Evidence of a highly specific relationship
between rapid automatic naming of digits and text reading speed. Brain and
Language, 93, 152-159.
Savage, R. S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., & Tuersley, L.
(2005a). The relationship between rapid digit naming, phonological awareness,
motor automaticity, and speech perception. Journal of Learning Disabilities, 38, 1228.
Savage, R. S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., & Tuersley, L.
(2005b). Evaluating current deficit theories of reading: The role of phonological
processing, naming speed, balance automaticity, rapid perception and working
memory. Perceptual and Motor Skills, 101, 345-361.
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Savage, R. S., & Carless, S. (2004a). Predicting growth of nonword reading and lettersound knowledge following rime and phoneme-based teaching. Journal of Research
in Reading, 27, 195-211.
Savage, R. S., & Carless, S. (2004b). Predicting curriculum and test performance at age
7 years from pupil background, baseline skills and phonological awareness at age 5.
British Journal of Educational Psychology, 74, 155-171.
Savage, R. S. (2004b). Motor skills, Automaticity, and Developmental Dyslexia: A
review of the research literature. Reading and Writing: An Interdisciplinary Journal,
17, 301-324.
Savage, R. S., Carless, S., & Stuart, M. (2003). The effects of rime- and phonemebased teaching delivered by learning support assistants. Journal of Research in
Reading, 26, 211-233.
Savage, R. S. (2001a). A re-evaluation of the evidence for orthographic analogies: A
reply to Goswami (1999). Journal of Research in Reading, 24, 1-19.
Savage, R. S. (2001b). The simple view of reading: Some evidence and possible
implications. Educational Psychology in Practice, 17, 17-33.
Savage, R. S., Stuart, M., & Hill, V. (2001). The role of scaffolding errors in reading
development: Evidence from a longitudinal and a correlational study. British
Journal of Educational Psychology, 71, 1-13.
Savage, R. S., & Stuart, M. (2001). Orthographic analogies and early reading:
Explorations of performance and variation in two transfer tasks. Reading and
Writing: An Interdisciplinary Journal, 3, 1 - 27.
Savage, R. S. (1999). Phonological skills and reading development. Topic, 22, 1-5.
Slough: NFER (National Foundation for Educational Research).
Savage, R. S. & Stuart, M. (1998). Sublexical inferences in beginning reading: Medial
vowel digraphs as functional units of transfer. Journal of Experimental Child
Psychology, 69, 85 - 108.
Savage, R. S. (1997). Do children need concurrent prompts in order to use lexical
analogies in reading? Journal of Child Psychology and Psychiatry and Allied
Disciplines, 38, 235 – 246.
PAPERS UNDER REVIEW
Kozakewich, M., Savage, R. S., Genesee, F., Haigh, C. & Erdos, C. (2014). Longitudinal
prediction of first and second language sixth grade writing. Applied Psycholinguistics.
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Gonnerman, L., Hill, K.., Kolne, K. L. D., Savage, R. S., & Deacon, H. S. (2014). Using
morphology to teach spelling: An intervention study in Quebec French. Reading
Research Quarterly.
Erten, O., & Savage, R. S. (2014) Teaching in Inclusive Classrooms: The link between
teacher attitudes, practices, and student outcomes. Learning and Instruction.
Savage, R. S., & Pace, A. (2014). The simple view of reading and listening
comprehension in the complex contexts of simultaneous dual language instruction.
Learning and Instruction.
JOURNAL ARTICLES: ADVANCED STATE OF PREPARATION
Di Stasio, M., & Savage, R. S. (2015). The relationship between classroom
characteristics, student characteristics and bullying perpetration and victimization in
Junior High School. Proposed Journal: Developmental Psychology.
Savage, R. S., & Chen, V. (2015). Supporting community literacy in urban and rural
Quebec. Proposed Journal: Canadian Psychology.
Savage, R. S., Deault, L., & Di Stasio, M. (2015). The relationship between classroom
environment and attainment in grade 1: Converging evidence from teacher, observer,
and pupil perceptions. Proposed journal: Scientific Studies of Reading.
Savage, R. S. & Rvachew, S. (2015). The structure of phonological awareness in preschool children. Proposed Journal: Journal of Child Language.
Wood, E., Savage, R.S, (2015). Evaluation of online and offline reading technologies.
Proposed Journal: Computers and Education
Savage, R. S., Genesee, F., Haigh, C. & Erdos, C. (2015). The causal role of rapid
naming in reading acquisition in French and English. Proposed Journal: Journal of
Experimental Child Psychology.
Genesee, F., Savage, R. S., Haigh, C. & Erdos, C. (2015). Prediction of language and
literacy in 3rd grade French Immersion classrooms: A 4-year longitudinal study.
Proposed Journal: Learning and Individual Differences.
Savage, R. S. (2015). ABRACADABRA: A free evidence-based resource for early
readers and their families. Proposed Journal: Pediatrics and Child Health.
Savage, R. S., & Pace, A. (2015). Similarities in the structure of effective teaching in
English and French. International Journal of Bilingualism.
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Burgos, G., Savage, R.S., & Sanghera-Sidhu, S. (2015). How well does the ELLCo
predict reading acquisition? Proposed Journal: Journal of Research in Educational
Effectiveness.
Savage, R. S., Forde, V., Flanagan, T., Dechef-Tweddle , E., Cankaya, O., & Dockery,
K. (2015). Transitioning to high school: Connecting and growing.
Journal to be confirmed
Erten, O., Savage, R., S. & Slee, R. (2015). Stakeholders views of inclusive education
practices: Dynamic explorations of the effects of inclusive practices on the
attainment, friendship, and bullying in typical and atypical children. Proposed
Journal: International Journal of Inclusive Education.
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BOOK CHAPTERS AND PROCEEDINGS: PUBLISHED AND IN PRESS
Erten, O., Savage, R., & Di Stasio, M. (2014). Effective teaching practices and
classroom management: The role of ecological and inclusive understandings.
In A. Holliman (Ed.), The routledge international companion to educational
psychology (pp. 53-62). London: Routledge
Genesee, F., Savage, R., Erdos, E., & Haigh, C. (2013). Identification of reading
difficulties in students schooled in a second language. In Gathercole, V. (Ed.).
Solutions for the assessment of bilinguals. Clevedon: Multilingual Matters Vol
2, (pp. 10-35).
Wood, E., Gottardo, A., & Savage, R. S. (2013). Evaluating online and offline reading
software for young learners. In Procedia information technology and
computer science, 03, (pp. 1-6). www.awer-center.org/pitcs
Savage, R. S. (2012). Evidence-based reading interventions: Implementation issues
for the 21st century. In B. Kelly and D. F. Perkins (Eds.), The Cambridge
Handbook of Implementation Science for psychology in education. Cambridge:
Cambridge University Press. (pp. 277-297).
Savage, R. S., & Deault, L. (2010). Understanding and supporting children
experiencing dyslexia and ADHD: The challenge of constructing models
incorporating constitutional and classroom influences. In Littleton, K., Wood,
C., & Staarman, J. K., International handbook of psychology in education.
Bingley, UK: Emerald. (pp. 569-608).
Abrami, P.C., Savage, R.S., Deleveaux, G.,Wade, A., Meyer, E. & Lebel, C.
(2010). The Learning Toolkit: The design, development, testing and
dissemination of evidence-based educational software. In P. Zemliansky & D.
M. Wilcox (Eds.), Design and implementation of educational games:
Theoretical and practical perspectives (pp. 168-187). Hershey, PA: IGI
Global. DOI:10.4018/978-1-61520-781-7.ch012
Irannejad, S., & Savage, R. S. (2009). The cerebellar deficit theory of developmental
dyslexia: Evidence and implications for intervention. In Wood, C. & Connelly,
V. (Eds.), Contemporary perspectives on reading and spelling. London:
Routledge (with the European Association for Research on Learning and
Instruction). (pp. 254-270).
Savage, R. S. (2009). What would an evidence-based Canadian Literacy Strategy look
like? Paper prepared for the policy committee of the Canadian Language and
Literacy Network for consideration by the Federal Minister of Education. This
work is part of a volume to aid ministerial-level briefing and public
consultation. Savage, R. S., (2008). Also published as: Evidence-informed
teaching strategies for improved literacy skills. On the National Strategy for
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Early Literacy Website:
http://docs.cllrnet.ca/NSEL/Current/NSEL_Evidence-based08.pdf
Abrami, P., Savage, R. S., Wade, A., & Hipps, G. (2008). Using technology to help
children to learn to read and write. In T. Willoughby & E. Wood (Eds.),
Children’s learning in a digital world. Oxford, UK: Wiley-Blackwell, (pp.
129-172).
Savage, R. S. & Carless, S. (2007). Longitudinal predictors of success in learning to
read. In M. Harris (Ed.), Exploring developmental psychology: Understanding
theory and methods. London: Sage (pp. 225-246).
Savage, R. S., & Abrami, P. (2007). ABRACADABRA: Progress in the development,
implementation and effectiveness of a web-based literacy resource. In R
Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007: World
conference on E-learning in corporate, government, healthcare and higher
education. Cheaspeake, VA: AACE.
Hipps, G. Abrami, P., Savage, R. S., Cerna, N., & Jorgensen, A. (2005).
ABRACADABRA: Research, design, and development of a web-based early
literacy software. In Pierre, S. (Ed.), Innovations et tendances en
technologies de formation et d'apprentissage: Développement, intégration et
évaluation des technologies de formation et d'apprentissage. Quèbec: Presses
Internationales Polytechnique. Valeurisation de Researches de Quèbec,
(DIVA), (pp. 89-112).
BOOK CHAPTERS: ADVANCED STATE OF PREPARATION
Savage, R.S., & Cloutier, E. (2015). Early Reading Interventions: The state of the
practice, and some new directions in building causal theoretical models. In
Cain, K., Compton, D., and Parrila, R. (Eds), Theories of reading development
(Paper submitted).
BOOK REVIEWS
Savage, R. S., Aouad, J., Daki, J., Erten, O., & Di Stasio, M. (2010). Book review:
Sainsbury, M., Harrison, C. & Watts, A. Assessing Reading: From theories to
classrooms (2010). Slough: NFER. Journal of Research in Reading, 33, 431-434.
Savage, R. S. (2005). Book review: Catts, H. W., & Kamhi, A. G. (Eds.), The
connections between language and reading disabilities. NJ; Mahwah. First Language
26, 339-342.
Savage, R. S. (2006). Book review: Janik, D.S. A neurobiological theory and method of
language acquisition. Munchen: Lincom studies in neurobiology. English Quarterly
(Editor-requested review).
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Savage, R. S. (2005). Book review: Smith, F., Understanding Reading 6th Edition
Mahwah: NJ. Journal of Research in Reading, 28, 66-69.
Savage, R. S. (2003). Book review: Pressley, M., Reading instruction that works: The
case for balanced teaching: NY: Guilford. (1998). Journal of Research in Reading,
25, 232-233.
OTHER CONTRIBUTIONS TO PRACTICE, REVIEW, AND DISSEMINATION
Savage, R. S., (2013). How should I help my preschooler to become ready for reading?
Laval Families, 2.
Savage, R. S. (2012). Full-day consultation with Minister of Education and Direction
Generale des Services D’enseignement of education on early literacy policy. MELS
12th January, 2012.
Savage, R. S. (2011). Consultation with order des psychologues de Quebec on new
literacy policy for dyslexia.
Savage, R. S. (2010). CTV Newsmaker Lunchtime show “McGill Professor Robert
Savage on literacy rates: Mitsumi Takahashi talks to McGill professor Robert Savage
about a recent survey that found that only 13% of Quebecers can be considered to
have a high level of literacy” 15th September 2010.
Savage, R. S. (2010). ‘Cultivating the magic of reading’ Feature article on our work on
ABRACADABRA in the Montreal Gazette ‘raise a reader’ campaign September 29th
2010.
Savage, R. S. (2009a). Evidence-based Educational Software: ABRACADABRA. Paper
presented at the National Strategy for Early Literacy, National Initiative Montreal
meeting Queen Elizabeth Hotel. Montreal 30th January 2009.
Savage, R. S. (2009b). What would an evidence-based Canadian National Strategy for
Early Literacy look like? Paper presented at the National Strategy for Early Literacy,
National Initiative Montreal meeting Queen Elizabeth Hotel. Montreal 30th January
2009.
I am part of this national policy group that is campaigning for an evidence-based national
literacy strategy. See: http://blogs.cllrnet.ca/nsel/ for more details.
Savage, R. S. (2009c) Interviewed for the Canadian Language and Literacy Research
Network magazine on ABRACADABRA reading interventions. Article appears as:
Dawes, M. “Magical desk” provides scientific grounding for early literacy
development, Clarity, 6. 4-8, Spring 2009.
Savage, R. S. (2009d). ABRACADABRA listed and described as one of 33 items in
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article “From Eureka to your world: 33 ways that McGill research saves lives, kills
weeds, nabs thieves and more…”. Headway, 4, 1, 10-21. (Item 8). This can be
viewed at: http://publications.mcgill.ca/headway/2009/09/04/from-eureka-to-yourworld/
Savage, R. S. (2009e). Methods for understanding literacy improvements. Article
contribution to Canadian Language and Literacy Network website (Article published
on the Literacy Encyclopaedia website). *
http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=279
Savage, R. S., (2009f). Interviewed for the CTV evening show on literacy issues and
effective intervention (April 8th 2009) and by CBC Radio 1 lunchtime show (and
phone-in) on effective reading interventions (April 21st). My LOLA presentation
(described below) is now broadcast on Canal Savoir television.
Savage, R. S. (2009g). The Effective Reading Teacher: Literacy for Life. Canadian
Language and Literacy Research Kit for Educators. I was on the expert committee
that advised on the construction of this report on best literacy practices. I have made
‘expert’ video contributions to this resource as well as traditional writing and editing.
This resource is now being disseminated across Canada:
http://www.cllrnet.ca/knowledge/projects
(Resource available on request).
Savage, R. S. (2008a). Word reading instruction methods: The evidence concerning
phonics. Article contribution to Canadian Language and Literacy Network website
(Article published on CLLRnet Literacy Encyclopaedia website 16th July 2008).*
http://www.literacyencyclopedia.ca/index.php?fa=items.show&latest=true
Savage, R. S. (2008b). The Effective Reading Teacher: Literacy for Life. Canadian
Language and Literacy Research Network Kit for Educators. I was interviewed for a
web-documentary on effective literacy practices in June 2008.
http://www.cllrnet.ca/knowledge/projects (Resource now available).
Savage, R. S., (2008c). A summary of the findings of our recent research paper in the
British Journal of Educational Research: Savage & Carless (2008) was featured in
the Department for Education and Skills newsletter in May 2008. This e-letter
disseminates our findings on reading intervention to every school in England
and Wales in a user-friendly form.
http://www.standards.dfes.gov.uk/research/themes/teaching_assistants/learningsuppo
rtreading/
Savage, R. S. (2006-2007). Centre-spread photo feature on my ABRACADABRA
research and student support in the Canadian Language and Literacy Research
Network Annual Report: ABRACADABRA: Developing the next generation of
researchers. (pp. 6-7).
*
Peer reviewed article
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Savage, R. S. (2006). Our research work (Savage & Stuart, 2001) and our applied
projects (e.g. Savage, 2005c for review) used to raise reading standards in the United
Kingdom were cited in the Rose Report. Rose, J. (2006): Independent review of the
teaching of early reading. DFES.
http://www.standards.dfes.gov.uk/rosereview/report.pdf
This report was a document for the attention of the Secretary of State for
Education in England and Wales briefing on need for reform of the National
Literacy Strategy as well as for public consultation. The findings have been
turned into new national guidance concerning literacy targets and teaching
nationwide (e.g. DFES, (2006), The Primary Framework for Literacy and
Mathematics).
Savage, R. S. (Winter 2005-2006). Contribution to ‘Teaching Assistants: How effective
are they?’ National Education Research Forum Evidence for Teaching and Learning
Bulletin, 4, 5-6. Website: www.nerf-uk.org/bulletin. Centre for the Use of Research
and Evidence in Education. This is an extended review of our paper and other papers
aimed that have explored evidence-based interventions delivered by classroom
assistants. Retrieved: 21.10.2005.
Savage, R. S. & Carless, S. (2005). Learning support assistants and effective reading
interventions for ‘at-risk’ children. This is an extended review of our paper aimed at
practitioners looking for evidence-based interventions. The standards site.
Department for Education and Skills (DfES).
http://www.standards.dfes.gov.uk/research/ Retrieved: 21.10.2005.
RESEARCH REPORTS (EXAMPLES)
Wolgemuth, J., Savage, R. S., Helmer, J., Harper, H., Chalkiti, K., Lea, T., Kirby, A.,
Abrami, P., & (2011). ABRACADABRA (ABRA) Early Childhood Literacy Project,
Annual Report No. 3: A Multi-site Randomised Controlled Trial and Case Study of
the ABRA Literacy Software in Northern Territory Schools. Charles Darwin
University, Darwin, NT.
Wolgemuth, J., Ehrich, J., Helmer, J., Emmett, S., Bartlett, C., Smith. H., Lea, T.,
Abrami, P., Deleveaux, P., & Savage, R.S. (2009). ABRACADABRA (ABRA). Early
childhood literacy project. Annual report number 1. A feasibility pilot study of the
ABRA literacy software in Northern Territory indigenous classrooms. Charles
Darwin University, Northern Territories, Australia. February 2009.
Savage, R. S. (2008). Children’s use of analogies in learning to read and spell. End of
project report to SSHRC.
Savage, R. S., Abrami, P., Piquette-Tomei, N., Wood, E., & Deleveaux, G. (2008).
ABRACADABRA: A study in the development, implementation and effectiveness of a
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web-based literacy resource. A research progress report. Report of pan-Canadian
research data analysis submitted to the Canadian Council for Learning and the
Canadian Language and Literacy Research Network. August 2008.
Savage, R. S., Abrami, P., & Deleveaux, G. (2008). Strengthening the link: Working with
teachers to build and implement an effective technology-based reading intervention.
End of grant report. Report of research and data analysis submitted to the Canadian
Language and Literacy Research Network. August 2008.
Savage, R. S., Forde, V., Flanagan, T., & Dockery, K. (2008). Transitioning to high
school: Connecting and growing. End of project report to Ministry of Education.
Zey, K., Savage, R. S., & Erten, O. (2008). Supporting inclusive practice in new
Frontiers School Board. End of project report to Ministry of Education.
Savage, R. S., and Deault, L. (2007). An independent evaluation of the ADOR early
reading program and other forms of effective teaching of reading in Level 1 Cycle 1
2004-2007. Sir Wilfrid Laurier School Board. June 2007.
Savage, R. S. (2006). Using WEBCT and the worldwide web in a graduate research
methods class. University–Wide Teaching and Technology Fair. Faculty Club,
McGill University, May 2006.
Savage, R. S. (2006). ABRACADABRA: Evaluation of a balanced text and word-reading
intervention. Technical report for the Sir Wilfred Laurier and English Montreal
school boards. June, 2006.
Savage, R. S. (2005). An independent evaluation of the ADOR early reading program
and other forms of effective teaching in Level 1 Cycle 1. Report for the director of the
Sir Wilfred Laurier School Board. October 2005.
Savage, R. S. & Hipps, G. (2005). ABRACADABRA: Evaluation of a balanced text- and
word- level reading intervention -Preliminary findings. Report for the research
committee of the English Montreal School Board. June 2005. Available online:
http://doe.concordia.ca/cslp/Downloads/PDF/ABRAPreliminaryRep140605.pdf
Savage, R. S. & Hipps, G. (2005). ABRACADABRA: Evaluation of a balanced text- and
word- level reading intervention - Preliminary findings. Report for the director of the
Sir Wilfred Laurier School Board. June 2005.
Savage, R. S. (2004). Gender and attainment in Cycle One: A statistical evaluation of
children in the ‘Choosing a Pet Project’. Technical report for the Ministry of
Education, Quebec. February 2004.
Whetton, C., Twist, L., Savage, R., Sainsbury, M., & Hutchinson, D. (1998). Further
development of mark schemes for writing for Key Stage 2 English. Slough: NFER.
Kispal, A., Savage, R., Sainsbury, M., Siddiqui, R., & Twist, L. (1997) Key Stage 2
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English. Report on the first pre-test of the 1999 materials. Slough: NFER.
PRESENTATIONS AND CONFERENCES
Invited Presentations
Savage, R. S., & Piquette, N. (2015). Computer-based literacy training. Invited
symposium at the 21st Annual Conference of the Society for the Scientific Study
of Reading, Hawaii, July.
Savage, R. S., (2015). The role of computers in literacy intervention. Invited
speakers at the digital Literacies for Pre-Schoolers conference CSD, McGill.
June.
Savage, R. S. (2014). Schools where all children learn to read: A 5- year RtI study.
Keynote presentation at Edgehill University Annual Education conference:
Researching Education: Theory, Method and Practice, Edgehill, UK. July.
Savage, R. S. (2014). Schools where all children learn to read: A 5- year RtI study.
Presentation at CHSSN Network partnership Initiative meeting. September.
Savage, R. S. (2013). Schools where all children learn to read: A progress update.
Presentation to the Max Bell Foundation committee and Professor A. Masi,
May.
Savage, R. S. (2013). The big 5 of reading in your classroom. Presentation at Jewish
Education Centre Professional Conference, Montreal, April.
Savage, R.S. (2013). Evaluation of the FUN FRIENDS intervention program.
Community Network Forum, Montreal, March.
Chen, V., & Savage, R. S. (2013). Supporting community literacy in urban and rural
Quebec. Training and retention of health professionals conference. McGill
University, March.
Savage, R. S. (2012). What is evidence-based practice in vocabulary and
comprehension teaching?: A review of ‘what works’. Presentation to the literacy
consultants and advisory teachers of Sir Wilfrid Laurier School Board, Quebec
the DEEN group). March.
Geva, E., Savage, R. S., Chen, B., & Genesee, F. (2012). Second Language Reading
Acquisition in Diverse Contexts: Canadian Perspectives. Invited symposium at
the 19th Annual Conference of the Society for the Scientific Study of Reading,
Montreal, Quebec, July.
Savage, R., Wood, E., Sanghera-Sidhu, S., (2012). A tertiary review of teacher
training and treatment integrity reported on studies from systematic review
examining the effectiveness of technology use in classrooms. Paper presented at
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the Society for the Scientific Study of Reading 19th Annual Conference,
Montreal, Canada, July. (Invited symposium on literacy preventions,
interventions, and assessments through multimedia)
Wolgemuth, J., & Savage, R. (2012). A multisite randomized control trial of a free
access web-based literacy tool on the early literacy outcomes in Australia’s
Northern Territories. Paper presented at the Society for the Scientific Study of
Reading 19th Annual Conference, Montreal, Canada, July. (Invited symposium
on literacy preventions, interventions, and assessments through multimedia).
Savage, R. S. (2012). Evidence-based reading intervention: What do we know?
McGill University/Montreal Children’s Hospital child development research
alliance conference. Montreal, Quebec, December.
Savage, R. S., Abrami, P., Piquette-Tomei, N., Wood, E., Deleveaux, G., &
Sanghera-Sidhu, S. (2011). A cluster randomised trial of the ABRACADABRA
web-based literacy program. Invited symposium Intervention to prevent reading
problems in low-performing schools. (By D, Fuchs) Council of Exceptional
Children annual conference, Washington DC, USA, March.
Abrami, P. C., Savage, R., Wade, A., Deleveaux, G., & Lebel, C. (2010).
ABRACADABRA : An evidence-based tool for early literacy. Seminar presented
at the 35th Learning Disabilities Association of Quebec annual Conference,
Montreal, Qc March.
Savage, R. S. (2010). ABRACADABRA: a free access web-based literacy resource:
Evidence and wide-scale impact. University of London Institute of Education,
FRILL group meeting, December.
Savage, R. S. (2010). ABRACADABRA: a free access web-based literacy resource:
Evidence and wide-scale impact. University of Reading, December.
Savage, R. S. (2010). Learning disabilities: A structural analysis of the prerequisites of literacy for all. Mount Saint Vincent University, Halifax, Nova
Scotia, October.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. (2010). Invited symposium: Dual
language development and disabilities in children. Canadian Association of
Applied Linguistics 41st Annual Conference, Montreal, June.
Savage, R. S. (2010). Building bridges: ABRACADABRA in the hands of classroom
teachers. Dean’s Faculty of Education Sponsors conference presentation:
Literacy changes in a digital environment: Behaviours and Impact. McGill
University, 3661 Peel Boardroom, April.
Savage, R. S. (2010). ABRACADABRA - a free-access web-based literacy resource.
Design, development, and school-based evaluation from 2003 to 2010. Charles
Darwin University, Northern territory, Australia. March.
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Savage, R. S. (2009). ABRACADABRA: A free access internet resource that really
helps children learn to read. Presentation at Coventry University Research
Workshop. Coventry, England. December.
Di Stasio, M. R. & Savage, R.S., (2009). A follow up of the web-based synthetic and
analytic literacy interventions in grade 1. Centre for the Study of Learning and
Performance Annual retreat. Bishops University June.
Savage , R.S., (2009). ABRACADABRA: Large scale research. Presentation to the
Canadian Language and Literacy Research Network Student Conference. Ottawa,
February.
Savage, R.S., (2009). Teaching the world to read: Understanding reading and
helping effectively. The Centre for Research on Language, Mind, and Brain
Lectures on Language Acquisition (LOLA) public lecture series for parents,
clinicians, and educators. May.
Savage, R.S., (2009). Literacy: The future of teaching the world. ‘Mini-Ed Psych’
public lecture series. McGill University, Montreal. April.
Savage, R., & Deault, L. & Burgos, G. (2008). Effective literacy instruction: A
(Quebec) Canadian perspective. Presentation at the Florida Centre for Reading
Research. Tallahassee, Florida. February.
Savage, R. S., & Kendeou, P. (2008). Understanding and assessing reading
development: The Simple View of Reading across the lifespan. Research Exchange
Forum. Faculty of Education, McGill University. February.
Erten, O., & Savage, R. S., (2008). Response to Intervention: Evidence from England
and Wales. Research Exchange Forum. Faculty of Education, McGill University.
February.
Aouad, J., & Savage, R. S. (2008). Parent literacy practices and pre-reading skills in
preschool children. Research Exchange Forum. Faculty of Education, McGill
University. February.
Daki, J., & Savage, R. S. (2008). Using Solution focused brief interventions with
teenage poor readers. Research Exchange Forum. Faculty of Education, McGill
University. February.
Savage, R. S., (2008). Panel discussion: How simple is reading? Bridging the gap
between research and practice. Research Exchange Forum. Faculty of Education,
McGill University. February.
Savage, R. S. (2006). Current Issues in Educational Psychology. Presentation to the
graduate community. McGill University, November.
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Savage, R. S. (2006). Fighting illiteracy in Canadian backyards. McGill University,
Montreal, October. Part of the homecoming ‘classes without quizzes’ program.
Savage, R. S. (2006). The simple view of Reading: A two-day workshop for successful
strategies to improve word reading and reading comprehension. University of
London, Institute of Education. May.
Savage, R. S. & Slee, R. (2006). A model for researching movement toward
Inclusion in New Frontiers School Board. Presentation to the staff of New
Frontiers School Board. March.
Savage, R. S. (2006). Recent research on effective early literacy interventions.
Presentation to the FQRSC mid-term evaluation committee international site
visit team. March.
Savage, R.S., Deault, L., Moskovic, B., & Comaskey, E. (2006). An independent
evaluation of the ADOR reading program and other forms of effective teaching of
reading in Level 1 Cycle 1. Presentation to the Principals Development Meeting
Sir Wilfred Laurier School Board, Rosemère, Québec. January.
Savage, R. S. (2006). Recent research on reading and spelling acquisition and
interventions. Presentation to the McGill University Faculty of Education
Research Exchange Forum. January.
Savage, R. S. (2006). The structure of phonological awareness and its relationship
with early reading and writing. Applied Linguistics Research group, Concordia
University. January.
Savage, R. S. & Slee, R. (2005). Inclusion and change issues in New Frontiers School
Board. Presentation to the staff of New Frontiers School Board. November.
Abrami, P., Savage, R. S., Wade, A., & Hipps, G. (2005). Using technology to help
children to learn to read and write. Keynote address: National Educational
Technology Conference, Brock University, Ontario, Canada. August.
Pillay, V., Melidona, S., & Savage, R. S. (2005). Response inhibition, RAN, and
reading difficulties. Presentation to the staff of Vanguard school for children with
Learning Disabilities. June.
Deault, L., & Savage, R. S. (2005). Preliminary data concerning children’s use of
multiple analogy clues in early reading. Presentation to the principal of
Mountainview school, June.
Savage, R. S. (2005). Using WEBCT and the worldwide web in a graduate research
methods class. University–Wide Teaching and Technology Fair. Faculty Club,
McGill University, May.
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Savage, R. S. (2005). The simple view of Reading: A two-day workshop for successful
strategies to improve word reading and reading comprehension. University of
London, Institute of Education. April.
Savage, R. S. (2005). Phonological awareness in early reading acquisition.
Department of Communication Sciences and Disorders Speaker Series, McIntyre
Medical Building, McGill University. March.
Savage, R. S. (2005). Controversial treatments for dyslexia. Paper presented to
Canadian Language and Literacy Research Network teaching symposium.
Queens’ University, Ontario, February.
Savage, R. S. (2005). Researching the effectiveness of the ABRACADABRA early
reading intervention system. Research seminar presentation to the Language
Acquisition Research Group, Concordia University, January.
Savage, R. S. (2004). The Sutton Early Intervention Studies: Implication for Practice.
Paper presented at joint Sutton-Merton South University of London Educational
Psychology Society meeting, May.
Savage, R. S. (2004). The simple view of reading: A two-day workshop for successful
strategies to improve word reading and reading comprehension. University of
London, Institute of Education, June.
Savage, R. S. (2004). Small but perfectly formed: The central role of phoneme
awareness in early reading acquisition. Department of Psychology, Concordia
University, January.
Savage, R. S. (2003). Phoneme awareness not rime awareness predicts early reading
acquisition. Department of Psychology, McGill University. October.
Savage, R. S. (2003). The simple view of reading: A one-day workshop for successful
strategies to improve word reading and reading comprehension. University of
London, Institute of Education. July.
Savage, R. S. (2003). Small but perfectly formed: The central role of phoneme
awareness in early reading acquisition. Faculty of Education, McGill University.
April.
Savage, R. S. (2002). Levels of phonological awareness and reading acquisition.
Paper presented to the cross-faculty Literacy Research Group: University of
London. December.
Savage, R. S. (2001). Strategies to improve reading and listening comprehension.
Professional Educational Psychology training session. University of London.
Institute of Education. March.
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Savage, R. S. (2000). Strategies to improve reading and listening comprehension.
Professional Educational Psychology training session. University of London.
Institute of Education. February.
PEER REVIEWED CONFERENCE PRESENTATIONS
Piquette, N., & Savage, R. S. (2015). A cluster randomized control field trial of the
ABRACADABRA web-based reading technology: Replication and extension of
basic findings. Paper to be presented at INTED conference. Valencia, Spain
March.
Chen, V., & Savage, R. S. (2014). Simplicity itself: Teaching common complex
grapheme-phonemes improves reading and motivation in at-risk readers. Paper
presented at the 21st Annual conference of the Society for the Scientific Study of
Reading, New Mexico July.
Savage, R. S. (2014). Stitches in time: Sustained early intervention to prevent reading
difficulties. Paper presented at the 9th British Dyslexia Association International
Conference, Guildford, UK. March.
Savage, R. S., Burgos, G., Wood, E., & Piquette, N. (2013). The simple view of
reading as a framework for national literacy initiatives: A hierarchical model of
pupil-level and classroom-level factors. Paper presented at the 20th Annual
conference of the Society for the Scientific Study of Reading Hong Kong, July.
Savage, R. S., Burgos, G., Wood, E., & Piquette, N. (2013). The simple view of
reading as a framework for national literacy initiatives: A hierarchical model of
pupil-level and classroom-level factors and implications for UK reading policy.
Paper presented at the 20th Annual conference of British Dyslexia Association,
September.
Erdos, C., Haigh, C.A., Genesee, F., & Savage, R. (2013). Identifying and helping
Engish-speaking French Immersion students who are at-risk for reading
difficulties. Paper resented at the 28th Annual meeting of the association
quebecoise des troubles d’apprentissage, March.
Wolgemuth, J., Harper, H., Savage, R. S., Lea, T (et al.). (2012). A multi-site
randomized control trial to evaluate the impact of ABRACADABRA on early
literacy in Australia: An analysis of implementation in the field. Paper presented
at the American Educational Research Association conference. Vancouver, BC
April.
Savage, R. S. (2012). Evidence-based reading intervention: What do we know? Paper
presented at the McGill University/Montreal Children’s Hospital child
development research alliance conference. Montreal, Quebec, December.
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Savage, R. S. (2012). Supporting Community literacy for improved health and
literacy outcomes in urban and rural Quebec. Paper presented at the Training
and Retention of Health Professionals conference McGill University, May.
Haigh, C., Erdos, C., Genesee, F., & Savage, R. (2012). Predicting risk for oral and
written language learning difficulties in English-speaking students in French
Immersion Programs. Paper presented at the Society for the Scientific Study of
Reading 19th Annual Conference, Montreal Canada, July.
Gonnerman, L., Bergeron, E., Amzallag, R., & Savage, R., (2012). Development of
spelling in school age second language learners of French. Paper presented at
the 31st Second Language Research Forum Carnegie-Mellon University of
Pittsburg, October.
Deault, L., & Savage, R. (2012). Effective classroom contexts to support the
development of literacy and attention skills in typical and at-risk first grade
students. Poster presented at the Society for the Scientific Study of Reading 19th
Annual Conference, Montreal Canada, July.
Savage, R. S. (2012). Web-based early literacy research: Theory to practice. Paper
presented at the 6th International Technology, Education and Development
Conference, Valencia, Spain, March.
Haigh, C. A., Erdos, C. E., Genesee, F., & Savage, R. (2012, December). Apprendre à
lire dans une langue seconde: Reconnaître les élèves qui ont davantage besoin
d’aide. Paper presented at the Journée d’étude du Collectif CLÉ: Lire-écrire entre
les langues, Sherbrooke, Québec.
Haigh, C. A., Erdos, C. E., Genesee, F., & Savage, R. (2012, October). Predicting
French Immersion students at-risk for reading difficulties. Paper presented at the
2012 Congrès annuel de l’Association des professeurs d’immersion, Montreal,
Quebec.
Savage, R. S., di Stasio, M., & Deault, L. (2011). The relationship between classroom
environment and growth in attainment in Grade 1: What do student and teacher
perceptions tell us? Paper presented at the Society for the Scientific Study of
Reading 18th Annual Conference. Florida, July.
Haigh, C. A., Savage, R. S. Erdos, C., & Genesee, F. (2011). The role of phoneme and
onset-rime awareness in second language reading acquisition. Poster presented
at the Society for the Scientific Study of Reading 18th Annual Conference.
Florida, July.
Wolgemuth, J., Helmer, J., Harper, H., Lea, T., Halkitis, K., Bottrell, C., Savage, R.
S., et al. (2011). A multisite randomized control trial to examine the impact of
ABRACADABRA on indigenous early literacy in Australia. Poster presented at
American Educational Research Association conference, New Orleans, April.
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Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. S. (2011). Individual Differences
in Language and Literacy Outcomes in English-Speaking Students in French
Immersion Programs. Poster presented at the Society for Research in Child
Development Biennial Conference. Montreal, April.
Savage, R. S., Piquette-Tomei, N., & Wesley, D. (2011). School-based effectiveness
of the ABRACADABRA web-based literacy program: A randomized control trial
with school professionals. British Dyslexia Association, June.
Savage, R. S. & Piquette-Tomei, N. (2010). Effective literacy research:
Collaboration, commitment and a web-based tool. E-learning: The horizon and
beyond. Memorial University St John’s Newfoundland. October.
Savage, R. S., Deault, L., Daki, J., & Aouad, J. (2010). Orthographic analogies and
early reading: Evidence from a multiple clue word paradigm. Paper presented at
The Society for the Scientific Study of Reading Annual Conference Berlin,
Germany, July.
Irannejad, S., & Savage, R. S. (2010). Performance of poor and average readers on
cerebellar and phonological measures. Poster presented at The Society for the
Scientific Study of Reading Annual Conference Berlin, Germany, July.
Erten, O., & Savage, R. S. (2010). Moving forward in inclusive education research.
Paper presented at the 14th World Congress of Comparative Education Societies,
Istanbul, Turkey June, 2010.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. (2010). Individual differences in
typically-developing and at-risk readers in French Immersion. Paper presented at
the Canadian Association for Applied Linguistics conference symposium n dual
language development and disabilities in children, Montreal, June.
Savage, R. S., Erten, O., Abrami, P., Hipps, G., Comaskey, E., & Van Lierop, D.
(2010). ABRACADABRA in the hands of classroom teachers: The effectiveness of
a web-based intervention in Grade 1 language arts programs. Paper presented at
the 79th Annual Canadian Society for the Study of Education conference,
Montreal, May.
di Stasio, M., & Savage, R. S. (2010). A follow-up study of the ABRACADABRA
web-based literacy intervention in Grade 1. Paper presented at the McGill
Education Graduate Student Society Conference, April.
Rocchi, J., Sanghera-Sidhu, S., & Savage, R. (2010). Implementation fidelity
measures: Creating reliability within a large scale pan-Canadian literacy study.
Paper presented at the McGill Education Graduate Student Society Conference,
April.
Wolgemuth, J., Ehrich, J., Helmer, J., Emmett, S., Lea, T., Savage, R. S., & Abrami,
P. (2010). Using computer-based instruction to improve indigenous early literacy
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in Northern Australia. Poster presented at the American Educational Research
Association Conference, April.
Wesley, D., Piquette-Tomei, N., & Savage, R. (2010). ABRACADABRA: Literacy
project initiative. Rural Education: Preparing Students Today . . . For Tomorrow.
Fifteenth National Congress on Rural Education, March 2010, Saskatoon SK.
Piquette-Tomei, N., Savage, R., Madden, D., Francis, M., & Wesley, D. (2010).
Partnerships in early literacy supports. Creating Rural Connections Conference
2010, Alberta Rural Development Network , May, University of Lethbridge: AB.
Wolgemuth, J., Ehrich, J., Helmer, J., Emmett, S., Lea, T., Savage, R. S., & Abrami,
P. (2009). ABRACADABRA: Improving literacy through computer-based
instruction in regional and remote schools. Paper presented at the Australian
Association for Research in Education Annual Conference. Canberra, Australia.
December.
Abrami, P., Deleveaux, G., & Savage, R. S. (2009). ABRACADABRA: A Literacy
Resource for Aboriginal Learning. Aboriginal Policy Research Conference
Vancouver, British Columbia, February.
Abrami, P. C., Wade, A., Savage, R. S., Deleveaux, G., & Meyer, A. (2009). The
learning toolkit (LTK): Evidence-based educational software. Canadian Society
for the Study of Education Annual Conference, Ottawa, May.
Aouad, J., & Savage, R.S. (2009). The component structure of pre-literacy skills:
further evidence for the simple view of reading. Poster presented at the
Canadian Psychological Association conference Montreal, Quebec, June .
di Stasio, M. R., & Savage, R.S (2009). Exploring the long-term effects of reading
instructional methods using abracadabra: A web-based literacy program.
Poster presented at the Canadian Psychological Association annual conference
Montreal, Quebec, June.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. (2009). Practical FSL Research:
Students with Academic Challenges in FSL Programs. Presentation at the
annual Canadian Parents for French (CPF) conference in Ottawa in October.
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C. (2009). Individual Differences in
L2 Language and Literacy Outcomes in English-speaking students in French-L2
Immersion Programs . Participation in a symposium on bilingualism in a
plurilingual Canada: Research and implications at the 2008 annual colloquium
of the Official Languages and Bilingualism Institute (OLBI) in Ottawa in June.
Erten, O., Savage, R. S., Sanghera-Sidhu, B., Rocchi, J., & Di Stasio, M. R. (2009).
Understanding bullying: a systems approach to examining school: influences of
victim typology. Poster presented at the Canadian Psychological Association
conference Montreal, Quebec, June.
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Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. S., (2009). Individual differences
in L2 language and literacy outcomes in English-speaking students in French
immersion programs. Paper presented at the “Language Immersion as Formal
and Informal Learning: New Perspectives for Research and Public Policy”
Conference, The Canadian Center for Studies and Research on Bilingualism and
Language Planning, Ottawa, Ontario. May.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009). Individual differences in
literacy outcomes in French immersion students. Poster presented at the
National Conference on Bilingualism and Biliteracy Development:
Contextualizing Bilingualism and Biliteracy, Halifax, Nova Scotia. July 2009.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009). Individual differences in
L2 literacy outcomes in English-speaking students in French immersion
programs. Poster presented at the Sixteenth Annual Meeting of the Society for
the Scientific Study of Reading, Boston, MA. June.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009). Individual differences in
L2 literacy outcomes in English-speaking students in French immersion
programs. Paper presented at the 7th International Symposium on Bilingualism,
Utrecht, Netherlands. July.
Piquette-Tomei, N., & Savage, R. S. (2009). The effectiveness of a web-based early
literacy resource : ABRACADABRA. Council for Exceptional Children Annual
Conference Seattle, Washington. April.
Rocchi, J., Cortina, M., Savage, R.S., & Flanagan, T. (2009). Reading between the
lines: using visual aids to improve comprehension for students with autism
spectrum disorders. Poster presented at the Canadian Psychological Association
conference Montreal, Quebec, June.
Sanghera-Sidhu, S., Rocchi, J., Di Stasio, M. R, Savage, R. S., & Deleveaux, G.
(2009). Exploration of ABRACADABRA: A web based literacy tool and an
examination of practical implications of conducting a pan-Canadian study.
Panel discussion held the Education Graduate Students conference Montreal,
Quebec, February.
Sanghera-Sidhu, B., Rocchi, J., Savage, R. S., & di Stasio, M. R. (2009). Exploration
of ABRACADABRA: A web based literacy tool and an examination of practical
implications of conducting a pan-Canadian study. Panel discussion held the
Canadian Psychological Association conference Montreal, Quebec, June.
Sanghera-Sidhu, S., Deleveaux, G., Abrami, P., & Savage, R. S. (2009). Measuring
treatment integrity of an evidence-based intervention study: practical
implications examined for the 2007-2009 pan-Canadian, abracadabra webbased literacy study. Poster presented at the Canadian Psychological
Association conference Montreal, Quebec, June.
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Savage, R. S. Abrami, P., Piquette-Tomei, N., Wood, E., & Deleveaux, G. (2009).
ABRACADABRA: An effective web-based literacy resource- Evidence from a
randomized control trial with classroom teachers. Society for the Scientific
Study of Reading Conference, Boston, Mass, June.
Savage, R. S. Piquette-Tomei, N., Wood, E., Abrami, P., & Deleveaux, G. (2009).
ABRACADABRA: Six years of research and development of a free access webbased resource. College of Alberta School Superintendents Research
Symposium. Calgary Alberta, November.
Wolgemuth, J., et al (7 authors, including Savage, R. S., 2009). ABRACADABRA:
Improving literacy through computer-based instruction on regional and remote
schools. Paper to be presented at the International Education Research
Conference. Canberra, Australia. December.
Erdos, C., Genesee, F., Haigh, C., & Savage, R.S. (2008). Comment identifier et aider
les élèves en immersion qui présentent des difficultés en lecture? Association
Canadienne des professeurs d’immersion, Ottawa, November.
Erten, O., & Savage, R. S. (2008). Evaluating Inclusive Education Practices. Paper
presented at the 2nd International Special Education Conference. Marmaris,
Turkey, June.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. S. (2008). Students with academic
challenges in FSL programs. Paper presented at the 2008 Annual Meeting of
Canadian Parents for French, Ottawa, Ontario. October.
Savage, R. S., & Erten, O. (2008). ABRACADABRA: An evidence-based research
tool. Paper presented at the 2nd International Special Education Conference.
Marmaris, Turkey, June.
Erdos, C., Genesee, F., & Savage, R. S. (2008). Individual Differences in Language
and Literacy Outcomes in French Immersion Students. American Association for
the Advancement of Linguistics, Washington, March.
Savage, R. S. (2008). ABRACADABRA: A free-access web-based reading
programme. Workshop presented at the British Dyslexia Association
International Conference Harrogate, England, March.
Savage, R. S., & Deault, L. (2008). What does the best evidence say about reading
acquisition in majority language learners? American Association for the
Advancement of Linguistics, Washington, March.
Savage, R. S., Daki, J., Deault, L., & Aouad, J. (2008). Children’s use of spontaneous
analogies in reading. Poster presented at EGSS conference: Making Education
Count. Faculty of Education, McGill University, March.
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Savage, R. S., Zey, K., & Erten, O. (2008). Inclusive Resource Model Research
Project. Poster presented at EGSS conference: Making Education Count. Faculty
of Education, McGill University, March.
Comaskey, E., Savage, R. S., & Savage, R. S. (2007). ABRACADABRA:A flexible
web-based literacy software for young readers. International e-learning
conference, Quebec City, October.
Sauvé, L.- M. & Savage, R. S. (2007). Sak pase? French reading and spelling skills of
bilingual Haitian children. Poster presented at the annual CLLRNet network
conference. Calgary, Alberta, June.
Comaskey, E., Savage, R. S. & Abrami, P (2007). Building bridges: ABRACADABRA
in the hands of classroom teachers. Poster presented at the annual CLLRNet
network conference. Calgary, Alberta, June.
Erdos, C., Genesee, F., & Savage, R. S. (2007). Individual Differences in Language
and Literacy Outcomes in French Immersion Students. Poster presented at the
annual CLLRNet network conference. Calgary, Alberta, June.
Erdos, C., Genesee, F., & Savage, R. S. (2007). Individual Differences in Language
and Literacy Outcomes in French Immersion Students. Poster presented at the
Symposium on Research in Child Language Disorders. Madison, Wisconsin,
June.
Savage, R. S. (2007). ABRACADABRA: Progress in the development, effectiveness
and implementation of a web-based literacy resource. Workshop presented at the
annual CLLRNet network conference. Calgary, Alberta, June.
Savage, R. S. (2007). Progress in the development, effectiveness and implementation
of a web-based literacy resource. International e-learning conference, Quebec
City October.
Savage, R. S. (2007). ABRACADABRA: The design and evaluation of a web-based
literacy resource. Prague, Czech Republic. Paper presented at the Society for the
Scientific Study of Reading Conference, July.
Savage, R. S. (2006). ABRACADABRA: A web-based literacy resource. Melbourne,
Australia. National Technology Conference, December.
Comaskey, E., & Savage, R. S. (2006). The effects of ABRACADABRA on reading
and phonological skills of kindergarten children. Melbourne, Australia. National
Technology Conference, December.
Deault, L., & Savage, R. S. (2006). Effective teaching of children at risk of reading
and attention problems. Melbourne, Australia. National Technology Conference,
December.
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Pillay, V., & Savage, R. S. (2006). The effects of wordlikeness on literacy and
memory. Poster presented at the annual Canadian Language and Literacy
Research Network Conference, Charlottetown, Prince Edward Island, June.
Rvachew, S., Bernhardt, B., Hodge, M., Johnson, C., Pollock, K., Savage, R. S., &
Zhang, X. (2006). Maximizing the effectiveness of phonological therapy. Poster
presented at the annual Canadian Language and Literacy Research Network
Conference, Charlottetown, Prince Edward Island, June.
Savage, R. S. & Deault, L. (2006). The spontaneous use of rime analogy from
multiple clues. Poster presented at the 5th International Conference: Mental
Lexicon conference. Montreal, Québec. October.
Savage, R. S. & Fraser, K. (2006). Expert lexical analogy use in a severely reading –
disabled adolescent. Poster presented at the 5th International Conference: Mental
Lexicon conference. Montreal, Québec. October.
Savage, R. S. (2006). Reading, writing, and the nature of phonological awareness.
Paper presented at the Scientific Studies of Reading annual conference
symposium: International perspectives on literacy development. Department of
Education, University of British Columbia, July.
Savage, R. S. (2006). ABRACADABRA: A web-based literacy learning and research
resource for all Canadians. Workshop paper presented at the annual Canadian
Language and Literacy Research Network Conference, Charlottetown, Prince
Edward Island, June.
Savage, R. S. & Rvachew, S. (2006). Epi-linguistic and meta-linguistic phonological
knowledge of preschoolers. Poster presented at the annual Canadian Language
and Literacy Research Network Conference, Charlottetown, Prince Edward
Island, June.
Savage, R. S. (2005). Epi- and meta-linguistic phonological skills in pre-reading
children. Poster presented at annual research fair Centre for the Study of
Learning and Performance. Concordia University, Montreal, Quebec, November.
Savage, R. S. (2005). Recent research on computer-based reading interventions.
Paper presented at annual research fair Centre for the Study of Learning and
Performance. Concordia University, Montreal, Quebec, November.
Savage, R. S., Pillay, V., & Melidona, S. (2005). Rapid naming, response inhibition, and
the prediction of reading difficulties. Poster presented at the annual research fair
Centre for the Study of Learning and Performance. Concordia University,
Montreal, Quebec, November.
Hipps, G., Comaskey, E., Deault, L., & Savage, R. S. (2005). ABRACADABRA: An
early reading resource. Interactive presentation presented at the annual research
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fair Centre for the Study of Learning and Performance. Concordia University,
Montreal, Quebec, November.
Cornish, K., Savage, R. S., & Hollis, C. (2005). Is the association between DAT1 and
ADHD mediated by reading ability? Poster presented at the 6th annual meeting of
the ADHD Molecular Genetics Network Miami Beach, Florida. November.
Savage, R. S. (2005). Epi- and meta-linguistic phonological skills in pre-reading
children. Interactive paper presented at annual conference of the Society for the
Scientific Study of Reading, Toronto, Ontario, June.
Savage, R. S., Pillay, V., & Melidona, S. (2005). Rapid naming, response inhibition, and
the prediction of reading difficulties. Poster presented at the Canadian Language and
Literacy Research Network Annual Conference, Toronto, Ontario.
Savage, R. S. (2005). A developmental model of reading acquisition based upon early
scaffolding errors and subsequent vowel inferences. Paper accepted for discussion session.
American Educational Research Association. Montreal, Canada. April.
Savage, R. S. (2004). What we know about effective reading instruction: Implications
for inclusion. Paper presented at the McGill Education Faculty Graduate
conference closing panel. Re-imagining Learning Space: Community, Creativity,
Curriculum. November.
Savage, R. S. (2004). Effective reading instruction and inclusion. Paper presented at
the International Conference: Critical analyses of Inclusive Education Policy: An
International Survey, July.
Savage, R. S. (2001). Rime and phoneme awareness both play a central role in the
first year of formal reading instruction. Paper presented at the British Psychology
Society Centenary Conference, Glasgow, Scotland. March.
Savage, R. S. (1993). Concurrent prompts in reading by analogy. Paper presented at
the British Psychology Society Developmental Section Conference, Swansea,
Wales. March.
CONFERENCE PRESENTATIONS (NON-PEER REVIEWED)
Savage, R. S. (2002). The impacts of the dyslexia early intervention project. Paper
presented to the annual staff conference. London Borough of Sutton. September.
Savage, R. S. (1999). Dynamic Assessment and Educational Psychologists’ practice.
Presentation to the Professional Educational Psychology Graduating Conference,
St Catherine’s College, Oxford University. July.
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PROFESSIONAL WORKSHOPS GIVEN
Savage, R. S. (2013-2014). I delivered 70 1-hour parent and teacher workshops on
early literacy as part of the 2012 SSHRC-funded pan-Canadian research study in
15 schools in 4 school boards as well as presentations to directors of education for
all 4 boards.
Savage, R. S. (2012). Morphology and vocabulary: Their role in reading
comprehension. Presentation to the Quebec Language Group (consultants from
across the province).
Savage, R. S. (2011). What do we know from research about dual language
instruction? Presentation to the educational consultants of EMSB, SWLSB, and
LBPSB, September.
Savage, R. S. (2010). What is action research? Presentation to the educational
consultants of EMSB, SWLSB, and LBPSB, September.
Savage, R. S. (2010). What is action research? Presentation to selected teachers from
EMSB, SWLSB, and LBPSB, September.
Savage, R. S. (2004 -2011). The Abracadabra computer-based reading program
intervention training day. Workshop delivered to facilitators for the
ABRACADABRA preventative intervention school program in English Montreal
and Sir Wilfred Laurier School Boards. Concordia University. January.
Savage, R. S. (2006-2012). Treatment integrity in the Abracadabra computer-based
reading program intervention - A training day. Workshop delivered to staff
monitoring implementation fidelity in the ABRACADABRA preventative
intervention school program in English Montreal and Sir Wilfred Laurier School
Boards. Concordia University. January.
Savage, R. S. (2004). An introduction to the Abracadabra computer-based reading
program in summer schools. Workshop delivered to facilitators for the
ABRACADABRA preventative intervention summer program. Concordia
University. July.
Savage, R. S. (2004). Using the Abracadabra computer-based reading program for
early reading interventions. Workshop delivered to the English Montreal School,
Board Directorate meeting. April.
Savage, R. S. (2003). Strategies for supporting poor readers and spellers. Workshop
delivered at Weston School for Dyslexics, Montreal. March.
Savage, R. S. et al. (2002). Effective interventions to improve social skills. Districtwide professional development workshop for teachers. The Professional Centre:
London Borough of Sutton, December.
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Savage, R. S. (2002). The dyslexia early intervention project: Update on research
findings for school staff. Workshop presented for all teacher and assistants in the
school board. June.
Savage, R. S. (2002). Strategies to support comprehension skills in children with
special educational needs. Professional development workshop presented at staff
training day on raising attainment in reading and spelling, September.
Savage, R. S. (2001). The role of Educational Psychologist in statutory assessment.
Professional development workshop presented at combined staff day on reading
and spelling. May.
Savage, R. S. (2001). Identifying, reducing, and preventing bullying. Day workshop
for staff and pupils at a secondary school base for children with speech and
language difficulties. London Borough of Sutton. November.
Savage, R. S. & Tubbs, B. (2001). The role of Solution Focused Brief Therapy in
supporting school planning and problem-solving. Professional development
workshop presented by the school psychology team to all staff at a school
struggling with significant behavior management difficulties. October.
Savage, R. S. (2001). Strategies for supporting the behavior of children with special
educational needs in X High School (School struggling with significant behaviour
management difficulties): Professional development workshop for teachers and
classroom assistants. April.
Savage, R. S. & Stallybrass, K. (2001). Expanding the role of Learning Support
Assistants in supporting learning among children with special educational needs.
Professional development workshop for Learning Support Assistants. Hackbridge
Primary School: London Borough of Sutton. March.
Savage, R. S. (2000). Developing a peer tutoring programme in X school: A 2-phase
workshop presented for all staff at X school. The aim was to raise attainment in a
school in a low SES catchment. 2 sessions: September.
WORKSHOPS TAKEN
Hierarchical Linear Modelling (Prof. Krista Muis, Faculty of Education McGill
University, July, 2009).
Structural Equation Modelling (Professor Barbara Byrne, University of Ottawa,
Canadian Psychological Association Conference workshop, Montreal, June, 2009).
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TEACHING AND GRADUATE SUPERVISION
COURSES TAUGHT AT MCGILL
EDPI 440 Instruction in Inclusive Schools
EDPI 665 Learning Disabilities: Research Theory and Practice
EDPI-645 Diagnosis and Assessment in Special Education
EDPI-309 Exceptional Children
EDPE-602 Uses of Research Findings in Education
EDPE 260 Reading Methods
EDPI 743D1/756D1, EDPI 743D1/756D1 (Human Development Ph.D Seminar)
MATL EDTL 500 course Guest lecturer
EDPI 539 Fieldwork 1: Exceptional Students.
GRADUATE RESEARCH SUPERVISION
GRADUATED or COMPLETED
Ph.d
2014
2013
2011
2011
2010
Maria di Stasio. The relationship between classroom characteristics,
student characteristics and bullying perpetration and victimization in
Junior High School. Human Development program.
Ozlem Erten. Teaching in Inclusive Classrooms: The link between
teachers’ attitudes-practices and student outcomes. Human Development
program.
Louise Deault. Effective classroom contexts to develop literacy and
attention skills for typical and at-risk first grade students. School
Psychology program.
Caroline Erdos. Predicting language and literacy outcomes of typicallydeveloping and at-risk English-speaking elementary students in French
Immersion programs. Psychology Department (RS as co-advisor).
Shahrzad Irannejad. Is a cerebellar deficit the underlying cause of
reading disabilities? School Psychology Program
M.A.
2013
2013
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Chen, Victoria. Human Development Program: Thesis title: A pilot study
on the impact of teaching complex grapheme-phoneme correspondences
on reading skills and motivation in under-achieving readers.
Zhang, Chao: Human Development Program. Thesis title: Associative
priming of non-word dictation among young ESL learners with Chinese
language backgrounds.
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2012
Kozakewich, Meagan: Learning Sciences Program. Thesis title:
Individual predictors of first and second language sixth-grade writing
performance from kindergarten and grade 1 English literary variables.
2006 - 2009
Aouad, Julie. School Psychology program: Thesis title: The factor
structure of pre-literacy skills: Further evidence for the Simple View of
Reading and an exploration of links to parent literacy practices.
2006 - 2008
Daki, Juliana: School Psychology program. Thesis title: Solution focused
brief therapy: Addressing academic, motivational, social and emotional
difficulties of older children with reading deficits.
2005 – 2007
Zeynep Ozlem Cankaya: Cognition and Instruction program. Influence of
working memory capacity and reading purpose on young readers’ text
comprehension.
2005 – 2007
Sauve, Lisa-Marie: School Psychology program: Thesis title: Sak Pase
(What’s Going On)? Reading and Spelling Skills of Haitian CreoleSpeaking Children in French Canada.
2004 - 2006
Comaskey, Erin: Cognition and Instruction program: Thesis title: The
impacts of the ABRACADABRA system on the literacy skills of
kindergarten children.
M. Ed. 6 and 12-credit special activity
2012
Tejarian, Lena. M. Ed student, Educational and Counselling Psychology.
Teachers’ literacy instruction practices: Links to their inclusion beliefs
towards children with reading disabilities.
2008
Pompey, Yolande. New teachers and their feeling of preparedness to
teach reading.
2008
di Stasio, M. A follow up of the ABRACADABRA web-based literacy
program in Grade 1.
2007
Altman, Stacy. Evaluation of the ABRACADABRA web-based literacy
program in kindergarten.
2006
Fraser, Katy. Is the use of a single route to read by analogy sufficient?
2006
Pillay, Vanitha. The impact of wordlikeness on literacy and memory.
2006
Vittoria Ferrero. Predicting curriculum and test performance from pupil
background, baseline skills and phonological awareness at age 5: A sixyear follow-up at the end of Key Stage 2.
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2006
Melidona, Santo. The development of reading and spelling ability in
children with mild intellectual delay.
2005
Luciano, Rina. Bullying risk in children with learning difficulties in
inclusive education settings.
2004
Blair, Rebecca. The relationship between environmental print reading
and phonological abilities.
2002
Goodwin, Nicola, Patni, Ulla., Smith, Nicola., & Tuersley, Louise.
University College London M.Sc Professional Educational Psychology
students.
Independent Reading Courses
2014
Emilie Cloutier. Early Reading Interventions: The state of the practice,
and some new directions in building causal theoretical models: Review
of research on language and comprehension
2013
Marie-France Côte. Transfer of word learning from special to general
elementary classrooms: A review of the evidence.
2011
Andrea Tang. Assessment and Intervention with young children. Paper
completed.
2008
Paul, Penny (M.Ed student, Educational and Counselling Psychology).
Reading Interventions and the Deaf/Hearing Impaired. Paul, Penny.
Paper completed.
Pompey, Yolande. (M.Ed student, Educational and Counselling
Psychology). What does the evidence really say about effective literacy
teaching?
2007
2006
Pillay, Vanitha. Working memory and reading disabilities: What we
know and what we don’t know about the relationship. (Major revision to
the existing paper). Paper passed. Manuscript published in Educational
Psychology Review (2007).
2005
Parr, Michelann. (Ph. D student, Department of Integrated Studies in
Education). Models of reading acquisition. Paper passed. Michelann has
completed her Ph. D studies.
2003
Lavers, Natalie. Working memory and reading disabilities. Paper passed.
Paper published in Educational Psychology Review (2007).
2003
McInnes, Shannahan. Stress and reading difficulty.
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CURRENT STUDENTS
Ph.D.
2014 - Date
Miriam McBreen. Thesis title to-be-confirmed.
2012 - Date
Emilie Cloutier. Thesis title to-be-confirmed.
2011 - Date
Marie-France Côte. Transfer of word learning from special to general
elementary classrooms.
2008 - Date
Sukhbinder "Bindy" Kaur Sanghera-Sidhu. ABRACADABRA: Response
to Intervention: A five-year follow-up study.
M.A. and 12 credit M.Ed Research project
2015
2014
2014
Thomas Williams. Responding to intervention (deferred 2014)
Kristina Gavin. Designing and trialling a morphology intervention in
grade 3.
Emmanuel Tedone. Title TBC.
MASTERS AND PH.D COMMITTEES (EXEMPLIFICATION PRIOR TO 2014)
Leung, O. (2014). Connecting Rapid automated Naming (RAN), Reading Difficulties
and Inattention. Department of Educational and Counselling Psychology.
November.
Whitford, V. (2014). The impact of second language experience on bilingual reading
across the adult life-span. Department of Psychology, McGill. November.
Rahimi, S. (2014). Social Comparison in Teachers. Department of Educational and
Counselling Psychology. November.
Jalali-Kushki, Y. (2014). A narrative inquiry: experiences of Iranian mothers of
children with disabilities in Toronto, Ontario, Department of Educational and
Counselling Psychology. October.
Banales, E. (2014). The causal relationship between poor vernal memory and poor
reading. Macquarie University Sydney Australia. October.
Archer, K. (2014). Examining the effectiveness of technology-use on classrooms: A
tertiary meta-analysis. Wilfrid Laurier University. March.
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Glaser, S. (2014). Emotion regulation, executive functioning, and academic
competence: testing moderator effects and predictive relationships. Department of
Psychology, McGill. May.
Shah, S. (2013) Inhibition theories and attention. School Psychology program.
September.
Carani, G. (2013). A detailed qualitative study of 2 men living with HIV AIDS.
Learning Sciences. November.
Mueller, J. (2012). Computer integration in elementary and secondary schools:
Variables influencing educators. Department of Psychology University of Western
Ontario, Waterloo, Ontario. January.
Goodman, J. I. (2007). Autistic culture and IEPs: Exploring online forums of autistics
community websites. Department of Educational and Counselling Psychology.
Seymour, H. J. (2006). Friendship in inclusive physical education from the
perspective of students with and without physical disabilities. Kinesiology and
Physical Education Mc Gill University. October.
Figueredo, L. (2006). The effects of spell-checkers on early spelling ability. Faculty of
Education, University of Alberta, October.
Reisinger, L. (2006). Exploring the Cognitive and Executive Functions Profile of
Children with Autism and Children with Pragmatic Language Disorder.
November.
Root, R. (2006). Predictors of educational attainment among Naskapi adolescents.
Department of Educational and Counselling Psychology.
Caplan, T. (2005). M.A. thesis committee, Department of Educational and
Counselling Psychology.
Grawberg, M. (2004). A perception-based phonological awareness program for preschoolers with articulation disorders. Department of Communication Sciences and
Disorders, McGill University, March 15th.
Gerstein, S. (2004). Benefits and influences of parent involvement for children with
learning disabilities. I was her thesis examiner for her viva voce examination
Faculty of Education, McGill University 21st June.
Pro-dean at McGill University on multiple occasions e.g. Pascale Tremblay, Ph.d
candidate. Communication Sciences and Disorders, November 28th 2008. External
examiner: Leanne Johnny Integrated studies in Education Winter 2013, Chair’s
representative: Lavanya Sampasivam, Education, August 15th 2013.
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INDEPENDENT RESEARCH INTERNSHIP CREDITS
M. Ed Fieldwork 1 placement at Lakeside Academy, Lachine, Montreal. Rybakova,
M. (2011-2012) Heidi Flores, Alexie Csipak (2012-13), M. Ed Fieldwork 1 placement
at Lakeside Academy, Lachine, Montreal.
2008-2012. As Program Director I supervise all summer fieldwork/internships
Stallybrass, K. (2001). Professional Educational Psychology field placement
supervision. Supervision of school-based research project exploring consultationbased approaches to raising levels of text comprehension. Placement result: Pass.
Prentice, M. (2002). Professional Educational Psychology field placement
supervision. Supervision of school-based research project exploring effects of
professional development of classroom assistants to develop reasoning skills in
‘statemented’ children with special educational needs. Placement result: Pass.
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SERVICE
ADMINISTRATIVE RESPONSIBILITIES – DEPARTMENT COMMITTEES
2014 -2014
2010 - 2012
Tenure committee for Assistant Professors Nathan Hall and Tara
Flanagan
Program Director Responsibility for co-ordinating multi-program unit
(Ph.Ds Human Development, Special Populations; M.Ed General and
Inclusive Education, Certificate in Education (outreach course) and
Undergraduate programs).
Departmental, Executive, Research and Graduate Students, MA in
Teaching and Learning and other committees, including ad-hoc
committees.
I revised the entire M.Ed Inclusive program and realigned all
offerings for the B.Ed program to create a leading C21st program
for 2013 start. I still supervise EdPi 309 and support EdPe
341adjuncts.
2008 - 2009
Acting Program Director (with Tara Flanagan). Responsibility for coordinating multi-program unit (Ph.Ds Human Development, Special
Populations; M.Ed General and Inclusive Education, Certificate in
Education (outreach course) and Undergraduate programs.
2003 – date
Admissions committee Special Populations (now Human Development)
sub-program, M.Ed Inclusive and General Programs
2003 - 2011
Admissions committee School Psychology
2003 - date
Program Committee, Special Populations sub-program
Hiring Committee: June 2006 and February, 2011 and December 2014
for new hires in Inclusive Education and Human Development
FACULTY COMMITTEES
2013- Date
2014- date
Teacher Education Program Committee / K-Elementary program
working group. I am working closely with colleagues in DISE to support
the development of maximally effective literacy programs in the B.Ed
program.
Member of the Faculty Council, McGill Education Faculty.
2003- 2011
Co-founder and organiser of the faculty-wide Research Exchange Forum
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(REF).
UNIVERSITY SERVICE
2003- 2009
Member of the Selection Committee, McGill University Rhodes
Scholarship
COMMITTEES OUTSIDE MCGILL
2011 - 2012
Local co-ordinator for the 19th conference of the Society for the
Scientific Study of Reading. Montreal, Quebec, July 2012.
2011
Ordre des psychologues du Québec. Committee on ‘qualité et
du développement de la pratique’.
2010
2003- 2012
Tenure committee external reviewer for Dr Gina Harrison
Department of Educational Psychology and Leadership Studies,
University of Victoria, British Columbia.
Reading Specialist on a range of local and national committees for the
Centre for the Study of Learning and Performance (CSLP), Concordia
University, Montreal:
CSLP Theme leader: Literacy Group.
CSLP Literacy Executive:
ABRACADABRA Steering Committee
CSLP Advisory Board
CLLRnet Renewal Committee
PROFESSIONAL SERVICE
2014
I was invited to join the United Nations registry of international experts
on literacy (Bureau international d’éducation de l’UNESCO, BIE).
2010- date
I serve as consultant on aspects of the Training and Retention of Health
Professionals Project at McGill, as well as for community partners
including AMI Quebec (Mental Health Policy Group) and Community
Health and Social Service Network, Laval.
2010- date
I serve on the Montreal Children’s Hospital’s Literacy Interest Group.
2010 – 2013
I served on the Research and Development Committee of the Sir Wilfrid
Laurier School board. We are seeking to optimise policy for early
language and literacy intervention, including for dyslexia.
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2005
Provided free consultation and a 1-year evaluation to Sir Wilfred Laurier
School Board of the effectiveness of a pilot early reading intervention in
level 1 cycle 1 (the ADOR/ETIR program).
2005
Provided detailed feedback to schools in the Sir Wilfred Laurier and
English Montreal School Boards concerning the progress of pupils in
level 1 cycle 1.
Provided detailed feedback to schools in the Sir Wilfred Laurier and
English Montreal School Boards concerning the progress of pupils in
level 1 cycle 1.
Statistical and methodology consultancy service to the Ministry of
Education, Quebec. I was the author of a technical report for the Ministry
entitled: Gender and attainment in cycle 1: The choosing a pet project.
This report analysing the performance of boys and girls from English
backgrounds in a range of language immersion settings. Now published
by the ministry, it has influenced policy on gender and literacy.
2005
2003
RESEARCH REVIEW
2000 - date
2005
2005
2006
2007
2008
2012
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I have reviewed several hundred articles for leading journals in the field
including the Journal of Experimental Child Psychology, the Quarterly
Journal of Experimental Psychology, the Journal of Child Psychology
and Psychiatry and Allied Disciplines, the International Journal of
Language and Communication Disorders, Behavioural and Brain
Sciences, Child Neuropsychology, Journal of Learning Disabilities,
Scientific Studies of Reading, Journal of Educational Psychology,
Perceptual and Motor Skills, Applied Psycholinguistics, the McGill
Journal of Education, Exceptionality Education International, Frontiers
in Psychology, the Journal of Research in Reading, and the International
Journal of Inclusive Education. I am a regular reviewer for the latter 2
journals, having reviewed a dozen or more articles for them in the past
10 months.
Member of the Editorial Board for the International Journal of Inclusive
Education.
Member of the Editorial Board for the Journal of Research in Reading.
Member of Full Editorial Board Committee for the Journal of Research
in Reading (JRR). I am the board member for Canada alongside Anne
Castles (Australia).
Associate Editor for JRR – my role is now as an action editor managing
all aspects of manuscript processing for the journal. I now have a
constant flow of papers that I manage on a daily basis. I have a paper to
review essentially, all the time.
Member of the Editorial Board for the Journal of Learning Disabilities.
Member of the Editorial Board for Scientific Studies of Reading.
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GRANTING REVIEW
2011 - 2014
2005 - Date
Grant evaluator for the Israeli Science Foundation
Grant evaluator for Canadian Language and Literacy Research Network
(CLLRnet) and SSHRC (e.g. 2010, 2014).
PROFESSIONAL AND ACADEMIC MEMBERSHIPS
Association of Educational Psychologists (United Kingdom)
Centre for the Study of Learning and Performance, Concordia University
Canadian Language and Literacy Research Network
Society for the Scientific Studies of Reading
McGill Association of University Teachers
Language Acquisition Program, McGill University.
COMMUNITY
2003 – date
Community–based research
As a school psychologist, and applied reading researcher, the
philanthropic role of service to the community plays a central role in all
that I do. I ran 60 twilight parent workshops in 2013 and 2014. We have
developed parent websites to support early literacy and socio-emotional
development, and I ran 10 teacher workshops and follow-up
consultations.
Free literacy assessments to the community
As part of our work with poor readers, we have offered extensive
assessment and long reports of attainment for free for dozens of
children.
Free reading interventions for the community
The ABRACADABRA research project seeks to develop and
disseminate a computer-based system for early preventative reading
interventions that is and will continue to be disseminated without
financial charge. I have been the main academic developing and
implementing this ambitious project from first principles, an enormous
amount of work but also ran enormous contribution to community
literacy. The site has thousands of hits worldwide (e.g. 31,189 visited it
between June 1 and June 13 2012, google analytics)
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I invite you to explore this site in depth to get a sense of the richness of
this intervention:
Http://abralite.concordia.ca
Other relevant activities
2007 - date
Keen amateur musician. Our work has raised money for sporting and world
charitable causes. In 2008 we were part of a CBC feature on work for Rwandan
genocide survivors and helped raise over $800 for survivors.
2007 - 2010
Member of McGill Daycare Board of Governors. Advisory committee on a host
of issues meets regularly. I also served on the research sub-committee.
Other relevant activities (Early career)
1993 - 1994
President of the Graduate Society, St. John’s College, Cambridge University.
1988
Co-founder of the Oxford University Psychology Society.
We developed the society from scratch and arranged a number of events
including presentations by leading speakers such as Professor Hans Eysenck.
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