Deanna C Friesen
Biographic Data
| ID | 3531883 |
|---|---|
| NAME | Deanna C Friesen |
| GIVEN NAMES | Deanna C |
| FAMILY NAME | Friesen |
| SIGNATURE | FRIESEN D C |
| AFFILIATIONS | Western University |
| ORCID | 0000-0002-1510-6102 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Individual differences in text processing and recall in children with and without ADHD
The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty‐seven children between 10 and 14 years old performed a self‐paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memor…
Teachers’ Perceptions of Implementing Ontario’s Right to Read Report’s Recommendations
In 2022, the Ontario Human Rights Commission released the Right to Read Report that outlined 157 recommendations for literacy instruction in Ontario, Canada. For educators, these recommendations included using structured literacy in their classrooms. The present study investigated teachers’ perceptions of how difficult implementing these recommendations would be and what they saw as facilitators and barriers. Teachers reported that starting struc…
The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout
The present study investigated whether teachers’ beliefs about teaching & learning and their beliefs about their own teaching self-efficacy predicted occupational burnout. Sixty-two elementary teachers completed three questionnaires: the Teacher Efficacy for Inclusive Practice Questionnaire (Sharma et al., 2012), the Beliefs about Learning and Teaching Questionnaire-Revised (Glenn, 2018) and the Teacher Burnout Scale (Richmond et al., 2001). Resu…
Preservice teachers' impressions of psychoeducational reports
The purpose of the current study was to investigate how preservice teachers perceived the utility of a psychological report for their practice (e.g., creating an individual education plan or a lesson plan). Teacher candidates, who were enrolled in an Inclusive Education course, used fictional psychological reports as the basis for course assignments and were then asked to rate and describe the utility of each report section. Participants reported…
The dynamics of spoken word recognition in bilinguals
This study examined whether bilinguals automatically activate lexical options from both of their languages when performing a picture matching task in their dominant language (L1) by using event related potentials. English–French bilinguals and English monolinguals performed a picture-spoken word matching task with three conditions: match (BEACH-“beach”), unrelated mismatch (BEACH-“tack”), and L2 onset competitor mismatch (BEACH-“plaid”; plaid sou…
What Are the Modulators of Cross-Language Syntactic Activation During Natural Reading
Bilinguals juggle knowledge of multiple languages, including syntactic constructions that can mismatch (e.g., the red car, la voiture rouge; Mary sees it, Mary le voit). We used eye-tracking to examine whether French-English ( n = 23) and English-French ( n = 21) bilingual adults activate non-target language syntax during English L2 (Experiment 1) and L1 (Experiment 2) reading, and whether this differed from functionally monolingual English readi…
Predictors of Successful Reading Comprehension in Bilingual Adults
The current study investigated the type of strategies that English-French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information …
Making explicit pre-service teachers’ implicit beliefs about inclusive education
The present study investigated the development of pre-service teachers’ skills, beliefs and knowledge about inclusive education. At Time 1, pre-service teachers completed questionnaires on their beliefs and wrote a Teaching Philosophy. At Time 2, they identified differences in their responses from Time 1 to Time 2. Overall, teacher candidates reported an increased sense of self-efficacy in inclusive practice. Their beliefs about learning and teac…
Phonologically-mediated meaning activation in monolinguals and bilinguals
The current study investigated how language experience impacts phonologically-mediated meaning activation. Monolinguals and bilinguals made living/non-living judgments on English homophones (e.g., beech, beach) while Event-Related Potentials (ERPs) were recorded. Context was manipulated by making the preceding trial either unrelated (e.g., servant → beech) or semantically-related, creating priming. The related context either strengthened (e.g., o…
Attention during visual search
AIMS AND OBJECTIVES/PURPOSE/RESEARCH QUESTIONS: Following reports showing bilingual advantages in executive control (EC) performance, the current study investigated the role of selective attention as a foundational skill that might underlie these advantages. DESIGN/METHODOLOGY/APPROACH: Bilingual and monolingual young adults performed a visual search task by determining whether a target shape was present amid distractor shapes. Task difficulty wa…
Making explicit pre-service teachers’ implicit beliefs about inclusive education
The present study investigated the development of pre-service teachers’ skills, beliefs and knowledge about inclusive education. At Time 1, pre-service teachers completed questionnaires on their beliefs and wrote a Teaching Philosophy. At Time 2, they identified differences in their responses from Time 1 to Time 2. Overall, teacher candidates reported an increased sense of self-efficacy in inclusive practice. Their beliefs about learning and teac…
Predictors of Successful Reading Comprehension in Bilingual Adults
The current study investigated the type of strategies that English-French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information …
Attention during visual search
AIMS AND OBJECTIVES/PURPOSE/RESEARCH QUESTIONS: Following reports showing bilingual advantages in executive control (EC) performance, the current study investigated the role of selective attention as a foundational skill that might underlie these advantages. DESIGN/METHODOLOGY/APPROACH: Bilingual and monolingual young adults performed a visual search task by determining whether a target shape was present amid distractor shapes. Task difficulty wa…
Phonologically-mediated meaning activation in monolinguals and bilinguals
The current study investigated how language experience impacts phonologically-mediated meaning activation. Monolinguals and bilinguals made living/non-living judgments on English homophones (e.g., beech, beach) while Event-Related Potentials (ERPs) were recorded. Context was manipulated by making the preceding trial either unrelated (e.g., servant → beech) or semantically-related, creating priming. The related context either strengthened (e.g., o…
Making explicit pre-service teachers’ implicit beliefs about inclusive education
The present study investigated the development of pre-service teachers’ skills, beliefs and knowledge about inclusive education. At Time 1, pre-service teachers completed questionnaires on their beliefs and wrote a Teaching Philosophy. At Time 2, they identified differences in their responses from Time 1 to Time 2. Overall, teacher candidates reported an increased sense of self-efficacy in inclusive practice. Their beliefs about learning and teac…
What Are the Modulators of Cross-Language Syntactic Activation During Natural Reading
Bilinguals juggle knowledge of multiple languages, including syntactic constructions that can mismatch (e.g., the red car, la voiture rouge; Mary sees it, Mary le voit). We used eye-tracking to examine whether French-English ( n = 23) and English-French ( n = 21) bilingual adults activate non-target language syntax during English L2 (Experiment 1) and L1 (Experiment 2) reading, and whether this differed from functionally monolingual English readi…
Predictors of Successful Reading Comprehension in Bilingual Adults
The current study investigated the type of strategies that English-French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information …
The dynamics of spoken word recognition in bilinguals
This study examined whether bilinguals automatically activate lexical options from both of their languages when performing a picture matching task in their dominant language (L1) by using event related potentials. English–French bilinguals and English monolinguals performed a picture-spoken word matching task with three conditions: match (BEACH-“beach”), unrelated mismatch (BEACH-“tack”), and L2 onset competitor mismatch (BEACH-“plaid”; plaid sou…
The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout
The present study investigated whether teachers’ beliefs about teaching & learning and their beliefs about their own teaching self-efficacy predicted occupational burnout. Sixty-two elementary teachers completed three questionnaires: the Teacher Efficacy for Inclusive Practice Questionnaire (Sharma et al., 2012), the Beliefs about Learning and Teaching Questionnaire-Revised (Glenn, 2018) and the Teacher Burnout Scale (Richmond et al., 2001). Resu…
Preservice teachers' impressions of psychoeducational reports
The purpose of the current study was to investigate how preservice teachers perceived the utility of a psychological report for their practice (e.g., creating an individual education plan or a lesson plan). Teacher candidates, who were enrolled in an Inclusive Education course, used fictional psychological reports as the basis for course assignments and were then asked to rate and describe the utility of each report section. Participants reported…
Teachers’ Perceptions of Implementing Ontario’s Right to Read Report’s Recommendations
In 2022, the Ontario Human Rights Commission released the Right to Read Report that outlined 157 recommendations for literacy instruction in Ontario, Canada. For educators, these recommendations included using structured literacy in their classrooms. The present study investigated teachers’ perceptions of how difficult implementing these recommendations would be and what they saw as facilitators and barriers. Teachers reported that starting struc…
Individual differences in text processing and recall in children with and without ADHD
The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty‐seven children between 10 and 14 years old performed a self‐paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memor…
Psychology (10 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Neurobiology of Language and Bilingualism (4 works) · Teacher Education and Leadership Studies (4 works) · Cognition (3 works) · Medical education (3 works) · Pedagogy (3 works)