CURRICULUM VITAE
Deborah McCutchen
University of Washington
312 Miller Hall, Box 353600
Seattle, WA 98195-3600
(206) 616-6307
Academic Positions:
2001-present
Associate Dean
University of Washington College of Education
Interim Dean
University of Washington College of Education
Professor, Educational Psychology
University of Washington
Associate Professor, Educational Psychology
University of Washington
Assistant Professor, Educational Psychology
University of Washington
Post-doctoral Research Associate, Psychology
University of Colorado
Graduate Instructor, Cognitive Psychology
University of Pittsburgh
Graduate Instructor, English Composition
Youngstown State University
9/2014-6/2015
1996-present
1990-1996
1986-1990
1985- 1986
1984-1985
1977-1978
Education:
Ph.D.
M.A.
B.A.
1985
1978
1976
Cognitive Psychology, University of Pittsburgh
English, Youngstown State University
Psychology & English, summa cum laude
Youngstown State University
Research interests:
Cognitive processes in reading and writing
Development of literacy and language skills
Teacher knowledge of literacy and literacy learning
Professional Memberships:
American Educational Research Association
International Literacy Association
Psychonomic Society
Society for the Scientific Study of Reading
European Association for Research on Learning and Instruction
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RESEARCH
Publications: Articles in Refereed Journals
Northey, M., McCutchen, D., & Sanders, E. A. (2016). Contributions of morphological skill to
children’s essay writing. Reading & Writing: An Interdisciplinary Journal, 29, 47-68.
McCutchen, D., & Stull, S. (2015). Morphological awareness and children’s writing: Accuracy,
error, and invention. Reading & Writing: An Interdisciplinary Journal, 28, 271-289.
Doi/10.1007/s11145-014-9524-1.
McCutchen, D., Stull, S, Herrera, B. L., Lotas, S., & Evans, S. (2014). Putting words to work:
Effects of morphological instruction on children’s writing. Journal of Learning
Disabilities, 47(1), 86-97.
McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children’s strategic use of
morphological information to infer word meanings. Reading Research Quarterly, 46(4),
334-349. Ddx.doi.org/10.1002/RRQ.003
McCutchen, D. (2011). From novice to expert: Implications of language skills and writingrelevant knowledge for memory in the development of writing skill. Journal of Writing
Research, 3(1), 51-68. Ddx.doi.org/10.17239/jowr-2011.03.01.3
McCutchen, D., Logan, B., & Biangardi-Orpe, U. (2009). Making meaning: Children’s
sensitivity to morphological information during word reading. Reading Research
Quarterly, 44(4), 360-376. Ddx.doi.org/10.1598/RRQ.44.4.4
McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher
knowledge: Supporting struggling readers in grades three through five. Reading &
Writing: An Interdisciplinary Journal, 22, 401-423.
McCutchen, D., Green, L., & Abbott, R. D. (2008). Children’s morphological knowledge: Links
to literacy. Reading Psychology: An International Journal, 29, 289-314.
Gray, A. L., & McCutchen, D. (2006). Young readers’ use of phonological information:
Phonological awareness, memory, and comprehension. Journal of Learning Disabilities,
39, 325-333.
Berninger, V. W., Vermeulen, K., Abbott, R. D., McCutchen, D., Cotton, S., Cude, J., Dorn, S.,
and Sharon, T. (2003). Comparison of approaches for supplementary reading instruction
in at-risk second graders. Language, Speech, & Hearing Services in Schools, 34, 101-115.
Green, L. B., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood, A., & Juelis, J. (2003).
Morphological development in children’s writing. Journal of Educational Psychology,
95, 752-761.
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McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T.,
& Gray, A. (2002). Beginning literacy: Links among teacher knowledge, teacher practice,
and student learning. Journal of Learning Disabilities, 35, 69-86.
McCutchen, D., Harry, D. R., Cunningham, A. E., Cox, S., Sidman, S., & Covill, A. E. (2002).
Reading teachers’ knowledge of children’s literature and English phonology. Annals of
Dyslexia, 52, 207-228.
McCutchen, D. (2000). Knowledge acquisition, processing efficiency, and working memory:
Implications for a theory of writing. Educational Psychologist, 35, 13-23.
McCutchen, D., & Berninger, V. W. (1999). Those who know teach well: Helping teachers
master literacy-related subject-matter knowledge. Learning Disabilities Research and
Practice, 14, 215-226.
McCutchen, D., Francis, M., & Kerr, S. (1997). Revising for meaning: Effects of knowledge and
strategy. Journal of Educational Psychology, 89, 667-676.
McCutchen, D. (1996). A capacity theory of writing: Working memory in composition.
Educational Psychology Review, 8, 299-324.
Reprinted as:
McCutchen, D. (1998). Une theorie de la capacite pour la redaction: La memoire de travail dans
la composition. In A.Piolat & A. Pelissier (Eds.), La redaction de textes: Approche
cognitive (pp. 183-224). Lausanne, Switzerland: Delachaux et Niestle.
McCutchen, D. (1996). From product to process: Legacy of the problem solving approach to
writing. Educational Psychology Review, 8, 187-191.
Kabrich, M., & McCutchen, D. (1996). Phonemic support in comprehension: Comparisons
between children with and without mild retardation. American Journal on Mental
Retardation, 100, 510-527.
McCutchen, D. (1995). Cognitive processes in children's writing: Developmental and individual
differences. Issues in Education: Contributions from Educational Psychology, 1, 123160.
McCutchen, D. (1995). Interdisciplinary dialogue: Avoiding a war on two fronts. Issues in
Education: Contributions from Educational Psychology, 1, 227-235.
McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in
writing skill: Implications of translating fluency. Journal of Educational Psychology, 86,
256-266.
McCutchen, D., & Crain-Thoreson, C. (1994). Phonemic processes in children's reading
comprehension. Journal of Experimental Child Psychology, 58, 69-87.
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McCutchen, D., Dibble, E., & Blount, M. M. (1994). Phonemic effects in reading
comprehension and text memory. Applied Cognitive Psychology, 8, 597-611.
McCutchen, D., Laird, A., & Graves, J. (1993). Literature study groups with at-risk students:
Extending the grand conversation. Reading Horizons, 33, 313-328.
McCutchen, D., Bell, L. C., France, I. M., & Perfetti, C. A. (1991). Phoneme-specific
interference in reading: The tongue-twister effect revisited. Reading Research
Quarterly, 26, 87-103.
Nolen, P. A., McCutchen, D., & Berninger, V. (1990). Ensuring tomorrow's literacy: A shared
responsibility. Journal of Teacher Education, 41, 63-72.
McCutchen, D. (1988). "Functional automaticity" in children's writing: A problem of
metacognitive control. Written Communication, 5, 306-324.
McCutchen, D. (1987). Children's discourse skill: Form and modality requirements of schooled
writing. Discourse Processes, 10, 267-286.
McCutchen, D., Hull, G. A., & Smith, W. L. (1987). Editing strategies and error correction in
Basic Writing. Written Communication, 4, 139-154.
Hull, G., Ball, C., Fox, J. L., Levin, L., & McCutchen, D. (1987). Detecting errors in natural
language texts: Some research on pattern matching. Computers and the Humanities, 21,
103-118.
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of
writing ability. Journal of Memory and Language, 25, 431-444.
McCutchen, D. (1984). Writing as a linguistic problem. Educational Psychologist, 19, 226-238.
McCutchen, D., & Perfetti, C. A. (1983). Local coherence: Helping young writers manage a
complex task. Elementary School Journal, 84, 71-75.
McCutchen, D., & Perfetti, C. A. (1982). Coherence and connectedness in the development of
discourse production. Text, 2, 113-139.
McCutchen, D., & Perfetti, C. A. (1982). The visual tongue-twister effect: Phonological
activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21, 672687.
Publications: Chapters in Edited Books and Published Conference Proceedings
McCutchen, D. (2013). Teachers in the know: Links between teachers' phonological knowledge
and students' literacy learning. In M.A. Britt, S.R. Goldman & J.-F. Rouet (Eds),
Reading: From words to multiple texts (pp. 52-71). New York: Routledge, Taylor &
Francis Group.
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McCutchen, D. (2012). Phonological, orthographic, and morphological word-level skills
supporting multiple levels of the writing process. In V. Berninger (Ed.) Past, present, and
future contributions of cognitive writing research to cognitive psychology (pp. 197-216).
New York: Psychology Press/Taylor Francis Group.
De La Paz, S., & McCutchen, D. (2011). Learning to write. In R. E. Mayer and P. A. Alexander
(Eds.) Handbook of research on learning and instruction (pp. 32-54). New York:
Routledge Press/Taylor & Francis.
McCutchen, D., Teske, P., & Bankston, C. (2008). Writing and cognition: Implications of the
cognitive architecture for learning to write and writing to learn. In C. Bazerman (Ed.),
Handbook of research on writing (pp. 447-465). Mahwah, NJ: Erlbaum.
McCutchen, D. (2006). Cognitive factors in the development of children’s writing. In C.
MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 115130). New York: Guilford Press.
Holliway, D. R., & McCutchen, D. (2004). Audience perspective in young writers' composing
and revising: Reading as the reader. In L. Allal, L. Chanquoy, & P. Largy (Eds.),
Revision of written language: Cognitive and instructional processes (pp. 87-101). New
York: Kluwer Academic Publishers.
Turner, A., Britton, B. K., Andraessen, P., & McCutchen, D. (1996). The predication semantics
model: The role of predicate class in text comprehension and recall. In B. K. Britton &
A. C. Graesser (Eds.), Models of understanding text (pp. 33-71). Hillsdale, NJ: Erlbaum.
McCutchen, D. (1994). The magical number three, plus or minus two: Working memory in
writing. In E. C. Butterfield (Ed.), Children's writing: Toward a process theory of the
development of skilled writing (pp. 1-30). Greenwich, CT: JAI Press.
Turner, A. A., Sparks, R., & McCutchen, D. (1989). Focusing strategies in real-time natural
language processing. In Proceedings of the Fourth Annual Rocky Mountain Conference
on Artificial Intelligence.
Perfetti, C. A., & McCutchen, D. (1987). Schooled language competence: Linguistic abilities in
reading and writing. In S. Rosenberg (Ed.), Advances in Applied Psycholinguistics, Vol.
2 (pp. 105-141). New York: Cambridge University Press.
Perfetti, C. A., & McCutchen, D. (1982). Speech processes in reading. In N. Lass (Ed.), Speech
and language: Advances in basic research and practice (pp. 237-269). New York:
Academic Press.
Publications: Government reports
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D.,
Olinghouse, N. (2012). Teaching writing in elementary school: A practice guide
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(NCEE 2012-4058). Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Available at http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=17
Professional presentations (selected)
McCutchen, D. Rosemore, A., Herrera, B., & Osterhout, L. Adolescents’ sensitivity to
morphological information during real-time reading. Presented at the conference of the
Society for the Scientific Study of Reading, Kailua, HI, July, 2015.
Clark, T., & McCutchen, D., The contribution of morphological awareness to reading beyond
decoding, vocabulary, and processing artifacts Presented at the annual conference of the
American Educational Research Association, Philadelphia, PA, April, 2014.
Northey, M., McCutchen, D., & Sanders, E. Control of morphological forms in writing.
Presented at the annual conference of the American Educational Research Association,
Philadelphia, PA, April, 2014.
McCutchen, D., Teske, P., Hung, A. C. Y., Kuo, A., & Evans, S. A. Writing instruction across
borders: Digitally scaling the classroom wall. Presented at the meeting of the International
Society for the Advancement of Writing Research (ISAWR/WRAB III Conference), Paris,
France, February, 2014.
McCutchen, D. The linguistic basis of literacy: Can a little knowledge be a dangerous thing?
Presented at the national meeting of the National Association of School Psychologists,
Seattle, WA, February, 2013.
McCutchen, D. & Herrera, B. L. Morphological processing during children’s word reading: Is it
really a meaningful relationship? Presented at the annual conference of the American
Educational Research Association, Vancouver, BC, April, 2012.
McCutchen, D. Effects of morphological instruction on children’s writing. Presented at the
Fourth International Conference on Writing Research, Fairfax, VA, February, 2011.
McCutchen, D. Language and memory processes in the development of writing skill. Keynote
address, 12th International Conference of the EARLI (European Association for Research on
Learning and Instruction) SIG Writing. Heidelberg, Germany, September, 2010.
McCutchen, D. Teachers in the know: Links among teacher knowledge, teacher practice, and
student learning. Plenary presentation at the annual conference of the Australian Literacy
Educator’s Association (ALEA). Perth, Australia, July, 2010.
McCutchen, D. Phonemic awareness: Is a little knowledge a dangerous thing? Presentation at the
annual conference of the Australian Literacy Educator’s Association (ALEA). Perth,
Australia, July, 2010.
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McCutchen, D., Logan, B., Lotas, S., & Stull, S. Effects of morphological knowledge on
children’s writing. Presented at the annual meeting of the American Educational Research
Association, Denver, CO, May, 2010.
McCutchen, D. Effects of morphological skill in children’s expository writing. Presented at the
meeting of the European Association for Research on Learning and Instruction (EARLI),
Amsterdam, The Netherlands, August, 2009.
McCutchen, D., Logan, B., Lotas, S., McKibbin, E., & Wedel, B. Making meaning: Strategic use
of morphological information during reading. Presented at the annual meeting of the
American Educational Research Association, San Diego, April, 2009.
McCutchen, D., Logan, B., Biangardi-Orpe, U., Thompson, B. & Lotas, S. Making Meaning:
Morphological processes in children’s word reading. Presented at the annual meeting of
the American Educational Research Association, New York, March, 2008.
McCutchen, D. The linguistic basis of effective literacy instruction: Examination of writing and
reading achievement in grades three through five. Presented at the Third International
Conference on Writing Research, Santa Barbara, CA, February, 2008.
McCutchen, D. Morphological processing in children’s reading: Links to literacy. Presented at
the Institute of Education Sciences Research Conference, Washington, DC, June, 2007.
Biangardi, U. , & McCutchen, D. Morphological priming in word reading. Presented at the
meeting of the Society for the Scientific Study of Reading, Vancouver, Canada, July,
2006.
Biangardi, U. , & McCutchen, D. The development of morphological priming in children’s word
reading. Presented at the meeting of the Society for the Scientific Study of Reading,
Toronto, Canada, June, 2005.
McCutchen, D., & Gray, A. L. Young readers’ use of phonological information: Phonological
awareness, memory, and comprehension. Paper presented at the meeting of the Society
for Research in Child Development, Atlanta, GA, April, 2005.
McCutchen, D., & Biangardi, U. Morphological priming in children’s reading. Presented at the
meeting of the Psychonomic Society, Minneapolis, MN, November, 2004.
McCutchen, D. Long-term working memory in writing. Paper presented at the meeting of the
International Association for Cognitive Education and Psychology, Seattle, WA, July,
2003.
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Schwiebert, C., Green, L. B., & McCutchen, D. The contribution of morphology to reading and
writing achievement. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans, LA, April, 2002.
Schwiebert, C., Green, L. B., & McCutchen, D. Beyond phonological awareness: When “easier”
is “esere.” Paper presented at the fall meeting of the Washington Educational Research
Association, SeaTac, WA, December, 2001
McCutchen, D. Long-term working memory in text production. Paper presented at the
University of Poitiers, France, as part of a summer school program sponsored by the
French National Center of Scientific Research, July 2001.
McCutchen, D, & Holliway, D. The role of task representation and domain knowledge in student
writing. Paper presented at the University of Poitiers, France, as part of a summer school
program sponsored by the French National Center of Scientific Research, July 2001.
Holliway, D. R., & McCutchen, D. Helping young writers meet the informational needs of their
readers. Paper presented at the conference of the European Association for Research in
Learning and Instruction Special Interest Group in Writing, Verona, Italy, September,
2000.
Gray, A. L., & McCutchen, D. Novice and experienced readers’ use of phonological information
in post-lexical sentence processing. Paper presented at the annual meeting of the
American Educational Research Association, New Orleans, LA, April, 2000.
McCutchen, D., & Abbott, R. D. Beginning literacy: Changing teacher knowledge and student
learning. Paper presented at the meeting of the Society for the Scientific Studies of
Reading, Montreal, Canada, April, 1999.
McCutchen, D. Teacher knowledge, teacher practice, and student learning. Paper presented at
the meeting of the International Dyslexia Association, San Francisco, California,
November, 1998.
Harry, D., & McCutchen, D. Subject-matter knowledge of teachers of beginning reading. Paper
presented at the annual meeting of the American Educational Research Association, San
Diego, California, April, 1998.
McCutchen, D. Beginning reading: Links between teacher practice and student learning. Paper
presented at the conference of the Washington Educational Research Association.
Seattle, Washington, March, 1998.
Berninger, V., Raskin, W., Dager, S., Richards, T., Corina, D., Abbott, R., & McCutchen, D.
Treatment of reading and writing disabilities. Paper presented at the meeting of the
Learning Disabilities Association, Chicago, April, 1997.
McCutchen, D. A Capacity Theory of Writing. Paper presented at the University of Bourgogne,
Dijon, France, December, 1996.
9
McCutchen, D. Multiple Lenses: The Value of Multiple Methodologies in Writing Research.
Paper presented at the National Institute for Pedagogical Research, Paris, France,
December, 1996.
McCutchen, D. Looking through the bottleneck: Working memory constraints on revising
strategies. Paper presented at the European Association for Research in Learning and
Instruction, Nijmegen, The Netherlands, August, 1995.
McCutchen D., Kerr, S., & Francis, M. Editing and revising: Effects of knowledge of topic and
error location. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans, Louisiana, April, 1994.
Francis, M., & McCutchen, D. Strategy differences in revising between skilled and less skilled
writers. Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, Louisiana, April, 1994.
Kabrich, M., Francis, M., & McCutchen, D. Syntactic influences on phonemic processing during
sentence comprehension. Paper presented at the annual meeting of the American
Educational Research Association, New Orleans, Louisiana, April, 1994.
Kabrich, M., & McCutchen, D. The role of phonemic information in comprehension: An
examination of the reference securing hypothesis. Paper presented at the annual meeting
of the American Educational Research Association, Atlanta, Georgia, April, 1993.
McCutchen, D., & Mildes, K. Lexical processing differences between skilled and less-skilled
writers. Paper presented at the annual meeting of the American Educational Research
Association, San Francisco, California, April, 1992.
McCutchen, D., Kabrich, M., Dibble, E., & Crain-Thoreson, C. Do different phonemic tasks tap
different reading subskills? Paper presented at the meeting of the Society for Research in
Child Development, Seattle, Washington, April, 1991.
Covill, A., & McCutchen, D. Translating processes and individual differences in writing skill.
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, Illinois, April, 1991.
McCutchen, D., & Blount, M. Text comprehension and recall involve phonemic information.
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, Illinois, April, 1991.
Dibble, E., & McCutchen, D. Phonemic confusions impair text comprehension and text
memory. Paper presented at the annual meeting of the American Psychological Society,
Dallas, Texas, June, 1990.
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McCutchen, D., & Dibble, E. Phonemic effects in text comprehension and text memory. Paper
presented at the annual meeting of the American Educational Research Association,
Boston, Massachusetts, March, 1990.
Turner, A. A., Sparks, R., & McCutchen, D. Focusing strategies in real-time natural language
processing. Paper presented at the Fourth Annual Rocky Mountain Conference on
Artificial Intelligence, Denver, Colorado, June, 1989.
Crain-Thoreson, C. A., & McCutchen, D. Phonemic support in children's comprehension. Paper
presented at the annual meeting of the American Educational Research Association, San
Francisco, California, March, 1989.
France, I. M., Perfetti, C. A., & McCutchen, D. Post-lexical phonetic processes in reading:
Evidence from tongue-twisters. Paper presented at the annual meeting of the American
Educational Research Association, San Francisco, California, March, 1989.
McCutchen, D. "Functional automaticity" in children's writing. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, Louisiana,
April, 1988.
Perfetti, C. A., & McCutchen, D. The visual tongue-twister effect (and silent reading) is
specifically phonetic. Paper presented at the annual Psychonomic Society Meeting, New
Orleans, Louisiana, November, 1986.
Turner, A. A., McCutchen, D., & Kintsch, W. The generation of macropropositions during
comprehension. Paper presented at the annual Psychonomic Society Meeting, New
Orleans, Louisiana, November, 1986.
McCutchen, D. Domain knowledge and generalizable skill: Their roles in writing. Paper
presented at the annual meeting of the American Educational Research Association, San
Francisco, California, April, 1986.
Grants (as PI or Co-PI)
1/2013-12/2015
Bill and Melinda Gates Foundation
College Ready Research Support
(approx. $130,000 annually)
D. McCutchen (PI)
11/2011-11/2016
National Institute of Health
Coping with Complex Academic Language
within UW Learning Disabilities Center
(approx. $1M direct costs)
D. McCutchen (Project PI; Virginia Berninger, Center PI)
2006-2011
Institute of Education Sciences, Department of Education
11
Making Meaning: Morphological Processing and Its Contribution
to Adolescent and Pre-Adolescent Literacy
(approx. $566,000 direct costs)
D. McCutchen (PI)
2000-2005
National Institute of Health
Development of Morphological/Grammatical Awareness
within UW Multidisciplinary Learning Disabilities Center
(approx. $400,000 direct costs)
D. McCutchen (Project PI; Virginia Berninger, Center PI)
1995-2000
National Institute of Health
Training Teachers about Reading and Writing Interventions
within UW Multidisciplinary Learning Disabilities Center
(approx. $800,000 direct costs)
D. McCutchen (Project PI; Virginia Berninger, Center PI)
1989-1995
National Institute of Health
Writing Processes and their Development
(approx. $400,000 direct costs)
1989-1990, E. C. Butterfield (PI), D. McCutchen (Co-PI)
1991-1995, D. McCutchen (PI), E. C. Butterfield (Co-PI)
1988-1990
Kennedy Foundation, awarded through the University of
Washington Child Development and Mental Retardation Center
Mildly Retarded Learners and Nonretarded Readers ($30,000)
1989-1990
US Department of Education
Northshore's Extended Classic Books Project
(approx. $80,000 direct costs, with Northshore School District)
1987-1988
University of Washington Graduate School Research Fund
The Development of Reading Ability and Disability
($6,889)
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TEACHING
Teaching at the University of Washington
Teacher Education Program:
Dilemmas in Learning and Teaching in the Elementary School, EDTEP 541
- overview of learning for preservice teachers
Meeting the Needs of All Students - Elementary, EDTEP 542
- child development (including special needs children), classroom management
Educational Psychology, EDPSY 304 (now part of the COE undergraduate offerings)
- overview of learning and development
Master's Level:
Human Learning and Educational Practice, EDPSY 501
- introduction to educational psychology
Developmental Foundations of Early Learning, EDPSY 502
- introduction to children's cognitive development, including language development
Educational Issues in Human Learning, EDPSY 510
- graduate-level introduction to psychological theories of learning, with emphasis on
subject-matter learning
Reading Disability: Remedial Techniques, EDPSY 425 (now EDPSY 518)
- theory-based assessment and remediation of children's reading problems
Advanced Seminars:
Psychology of Reading, EDPSY 520
- seminar in empirical research on reading processes
Psychology of Writing, EDPSY 521
- seminar in empirical research on writing processes
New Literacies EDPSY 581 (Special Topic Seminar)
Dyslexia, EDPSY 583 (Special topic seminar)
Cognitive Development, EDPSY 582 (Special topic seminar)
Previous Teaching Experience
Instructor, Cognitive Psychology, Cognitive Psychology Lab, University of Pittsburgh
Instructor, Freshman Composition, Youngstown State University
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SERVICE
Professional Service Activities
National
Editorship:
University:
1997- 2003, Cognition and Instruction (Co-Editor)
1996, Special issue Educational Psychology Review
Editorial Board:
Reading Research Quarterly (2010 -2012)
Cognition and Instruction (2003 –2008)
Educational Psychology Review (1995-2001)
Ad Hoc Reviewer:
American Educational Research Journal
Journal of Writing Research
Journal of Memory & Language
Journal of Educational Psychology
Reading Research Quarterly
Cognition and Instruction
Educational Psychologist
Review of Educational Research
Journal of Experimental Child Psychology
Educational Psychology Review
Scientific Studies of Reading
Learning Disabilities Research and Practice
Memory and Cognition
Journal of Experimental Psychology: General
European Journal of Cognitive Psychology
Journal of Computer Assisted Learning
Journal of Teacher Education
American Journal on Mental Retardation
Journal of Reading Behavior
Journal of Speech and Hearing Research
Technical Communication
Language and Speech
Reading & Writing: An Interdisciplinary Journal
Language, Speech, & Hearing Services in Schools
Journal of Applied Psycholinguistics
Panel member:
Institute for Education Sciences (IES, 2011- present)
Grant review panel member
Educational Testing Service (2003 -2009)
Visiting Panel on Research, member
Educational Testing Service (2009- 2010)
Measures of Effective Teaching Project, consultant
Institute of Education Sciences (IES, 2010-2012)
Practice Guide panel member
Program Chair:
American Educational Research Association, 1996
- Division C: Learning and Instruction, Section 1a
Review Committee: American Educational Research Association,
- 1998 & 1999 Sylvia Scribner Award Committee
Program Reviewer: AERA Division C; SIG Reading, SIG Writing
Program Reviewer: EARLI; Writing SIG
Search Committee for UW Bothell Chancellor (2012-2013)
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College:
Review Committee, Huckabay Teaching Fellowships (2011, 2012)
Committee for the Graduate Program Review for School of Pharmacy (2010-11)
Co-Chair of UW Human Subjects Review Committee J (2006-2010)
Member of UW Human Subjects Review Committee G (2002-2006)
University of Washington Human Subjects Policy Board (2004-2010)
University of Washington Research Advisory Board (2010-2013, 2015- present)
Search Committee for Associate Vice Provost for Research Compliance (2006)
Graduate School Council (1996-1999)
Special Committee on Faculty Women (1993-1996)
Classified and Proprietary Research Committee (1987-1990)
Faculty Senate (1987-1989)
Reviewer of RRF competitions (2010, 2012)
Research Presentations: UW Psychology Department; UW Board of Regents
Interim Dean (2014-2015)
Associate Dean (2001-2013, 2015-2016)
Search Committee, Measurement & Statistics position (2009-2010)
Member, COE Dean Search Advisory Committee (2009-2010)
Co-Chair, Search Committee, Secondary Literacy position (2009-2010)
Chair, Search Committee, Secondary Literacy position (2007-2008)
Search Committee, Math/Science Institute Director
Search Committee, Secondary Literacy position (2005-2006)
Search Committee, Special Education High Incidence (2005-2006)
Chair, Building Remodel Committee (2002-2004)
Search Committee, Literacy position (2003)
Search Committee, Science Education position (2000-2001)
Search Committee, Special Education SPED TEP position (1998-1999)
Chair, Search Committee, Learning and Technology position (1996-1997)
Speaker, September 1997 College of Education Faculty Retreat
TEP Curriculum Advisory Committee (1997)
Search Committee, Special Education mild disabilities (1995-1996)
Chair, Faculty Council Committee on Faculty Affairs (1994-1995)
Search Committee, Curriculum & Instruction Literacy (1994-1995)
Chair, Search Committee, Special Education BD position (1993-1994)
Vice Chair, Faculty Council Committee on Faculty Affairs (1993-1994)
Committee on Renewal of Teacher Education, Elementary (1992-1994)
Personnel and Elections Committee (1991-1992)
Faculty Council (1989-1991)
Search Committee, Curriculum & Instruction math position (1990-1991)
Faculty Development and Scholarship Committee (1987-1989)
Chair (1988-1989)
Search Committee, Educational Psychology (HD&C) (1988-1989)
Search Committee, Curriculum & Instruction math position (1988-1989)
Search Committee, Experimental Education Unit Director (1988)
Search Committee, Associate Dean for Graduate Studies (1988)
Dean's Computer Advisory Committee (1987-1988)