John R Kirby
Biographic Data
| ID | 1126975 |
|---|---|
| NAME | John R Kirby |
| GIVEN NAMES | John R |
| FAMILY NAME | Kirby |
| SIGNATURE | KIRBY J R |
| AFFILIATIONS | Queen's University |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Pre-service teachers’ knowledge of language and literacy concepts: The skeleton in Canada’s closet
Reading Anxiety in Arabic University Students
Reading anxiety measures are newly available in English, but none is available in Arabic. The goals of the present study were to adapt the English Reading Anxiety in College Students (RACS) scale to Arabic-speaking college students (RACS-Arabic), evaluate its reliability and other psychometric properties in comparison to the English US sample, and assess its relation to self-assessments of reading ability and measured reading ability. A sample of…
Professor C. K. Leong: In memoriam
The Effects of Vocabulary Breadth and Depth on English Reading
This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and forty-six Grade 8 students in China were administered measures of word reading, vocabulary breadth, voc…
Eye movements of university students with and without reading difficulties during naming speed tasks
Children’s morphological awareness and reading ability
The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, nonmorphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training).…
Development of a scale to measure lifelong learning
Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability,…
Naming Speed and Reading: From Prediction to Instruction
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double‐deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at‐risk for reading disability. Finally, the instruc…
Le rôle de la conscience phonologique dans l’apprentissage de la lecture
Les langues en usage dans les socits dveloppes ont une forme orale et une forme crite. Bien que ces formes soient souvent associes des registres diffrents, les mots crits voquent, chez les personnes lettres, leur prononciation. Dans les langues alphabtiques, cette vocation passe, du moins au dbut de l'apprentissage de la lecture, par le jeu des correspondances entre les phonogrammes et les phonmes 1 . Le pouvoir vocateur des phonogrammes s'appuie…
Crossover: The role of morphological awareness in French immersion children's reading
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
Processing of derived forms in high-functioning dyslexics
Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development
Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after …
Approaches to learning, need for cognition, and strategic flexibility among university students
Background: Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs.Aims: This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). …
Individual Differences in Notetaking, Summarization, and Learning from Lectures
This study investigated working memory, verbal ability, and prior knowledge as predictors of the quality of: (a) students' notes taken during a lecture; (b) summaries of the lecture written during a review period; and (c) recall of the lecture content. The usefulness of taking notes was considered in terms of quality of summarization and recall of the lecture material for three groups of students who: (a) listened to the lecture, took notes, and …
Theory-Based Prediction of Early Reading
This article presents a theory of the cognitive processes involved in learning to read and examines the degree to which measures derived from this theory are able to predict success in reading. Measures were selected to address five phonological processing constructs (naming speed, memory, rhyming, phonological synthesis, and phonological analysis), letter knowledge, and the ability to pronounce words by analyzing them into smaller parts (decodin…
Text Segmenting and Comprehension: Effects of Reading and Information Processing Abilities
A study is reported which tests the hypothesis that segmenting text into appropriate syntactic units will facilitate the comprehension of readers who have adequate word-level skills but poor comprehension skills. This specific hypothesis is not confirmed, but evidence is presented that poor comprehenders, regardless of word-level skills, do benefit from text segmenting. A second hypothesis tested concerns the information processing skills involve…
Cognitive processes, school achievement, and comprehension of ambiguous sentences
Crossover: The role of morphological awareness in French immersion children's reading
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
Naming Speed and Reading: From Prediction to Instruction
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double‐deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at‐risk for reading disability. Finally, the instruc…
Development of a scale to measure lifelong learning
Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability,…
Approaches to learning, need for cognition, and strategic flexibility among university students
Background: Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs.Aims: This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). …
Text Segmenting and Comprehension: Effects of Reading and Information Processing Abilities
A study is reported which tests the hypothesis that segmenting text into appropriate syntactic units will facilitate the comprehension of readers who have adequate word-level skills but poor comprehension skills. This specific hypothesis is not confirmed, but evidence is presented that poor comprehenders, regardless of word-level skills, do benefit from text segmenting. A second hypothesis tested concerns the information processing skills involve…
Individual Differences in Notetaking, Summarization, and Learning from Lectures
This study investigated working memory, verbal ability, and prior knowledge as predictors of the quality of: (a) students' notes taken during a lecture; (b) summaries of the lecture written during a review period; and (c) recall of the lecture content. The usefulness of taking notes was considered in terms of quality of summarization and recall of the lecture material for three groups of students who: (a) listened to the lecture, took notes, and …
Cognitive processes, school achievement, and comprehension of ambiguous sentences
Cognitive processes, school achievement, and comprehension of ambiguous sentences
Text Segmenting and Comprehension: Effects of Reading and Information Processing Abilities
A study is reported which tests the hypothesis that segmenting text into appropriate syntactic units will facilitate the comprehension of readers who have adequate word-level skills but poor comprehension skills. This specific hypothesis is not confirmed, but evidence is presented that poor comprehenders, regardless of word-level skills, do benefit from text segmenting. A second hypothesis tested concerns the information processing skills involve…
Individual Differences in Notetaking, Summarization, and Learning from Lectures
This study investigated working memory, verbal ability, and prior knowledge as predictors of the quality of: (a) students' notes taken during a lecture; (b) summaries of the lecture written during a review period; and (c) recall of the lecture content. The usefulness of taking notes was considered in terms of quality of summarization and recall of the lecture material for three groups of students who: (a) listened to the lecture, took notes, and …
Theory-Based Prediction of Early Reading
This article presents a theory of the cognitive processes involved in learning to read and examines the degree to which measures derived from this theory are able to predict success in reading. Measures were selected to address five phonological processing constructs (naming speed, memory, rhyming, phonological synthesis, and phonological analysis), letter knowledge, and the ability to pronounce words by analyzing them into smaller parts (decodin…
Approaches to learning, need for cognition, and strategic flexibility among university students
Background: Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs.Aims: This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). …
Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development
Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after …
Processing of derived forms in high-functioning dyslexics
Crossover: The role of morphological awareness in French immersion children's reading
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
Le rôle de la conscience phonologique dans l’apprentissage de la lecture
Les langues en usage dans les socits dveloppes ont une forme orale et une forme crite. Bien que ces formes soient souvent associes des registres diffrents, les mots crits voquent, chez les personnes lettres, leur prononciation. Dans les langues alphabtiques, cette vocation passe, du moins au dbut de l'apprentissage de la lecture, par le jeu des correspondances entre les phonogrammes et les phonmes 1 . Le pouvoir vocateur des phonogrammes s'appuie…
The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, nonmorphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training).…
Development of a scale to measure lifelong learning
Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability,…
Naming Speed and Reading: From Prediction to Instruction
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double‐deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at‐risk for reading disability. Finally, the instruc…
Children’s morphological awareness and reading ability
The Effects of Vocabulary Breadth and Depth on English Reading
This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and forty-six Grade 8 students in China were administered measures of word reading, vocabulary breadth, voc…
Eye movements of university students with and without reading difficulties during naming speed tasks
Professor C. K. Leong: In memoriam
Reading Anxiety in Arabic University Students
Reading anxiety measures are newly available in English, but none is available in Arabic. The goals of the present study were to adapt the English Reading Anxiety in College Students (RACS) scale to Arabic-speaking college students (RACS-Arabic), evaluate its reliability and other psychometric properties in comparison to the English US sample, and assess its relation to self-assessments of reading ability and measured reading ability. A sample of…
Pre-service teachers’ knowledge of language and literacy concepts: The skeleton in Canada’s closet
Psychology (17 works) · Reading and Literacy Development (15 works) · Linguistics (13 works) · Cognitive psychology (11 works) · Cognitive and developmental aspects of mathematical skills (9 works) · Cognition (7 works) · Reading (process) (7 works) · Writing and Handwriting Education (7 works) · Mathematics education (6 works) · Phonological awareness (6 works)