Joanne F Carlisle
Biographic Data
| ID | 5180693 |
|---|---|
| NAME | Joanne F Carlisle |
| GIVEN NAMES | Joanne F |
| FAMILY NAME | Carlisle |
| SIGNATURE | CARLISLE J F |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-9316-8715 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development
This study used data from the U.S. state of Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who…
Morphological Knowledge and Literacy Acquisition
The purpose of this special issue of the Journal of Learning Disabilities is to bring to the attention of researchers and educators studies on morphology and literacy that either involve students with learning difficulties or have educational implications for teaching such students. In our introduction, we first provide background information about morphological knowledge and consider the role of morphology in literacy, focusing on findings that …
Teachers learning from analysis of other teachers' reading lessons
Learning About Teachers’ Literacy Instruction From Classroom Observations
The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers’ uses of instructional actions (e.g., modeling) in specific skill areas (e.g., fluency, reading comprehension). The findings from observation…
Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools
The purpose of this study was to examine third-grade teachers’ support for students’ vocabulary learning in high poverty schools characterized by underachievement in reading. We examined the prevalence and nature of discourse actions teachers used to support vocabulary learning in different literacy lessons (e.g., phonics); these actions varied in the cognitive demands placed on the students. Results showed that teachers rarely engaged students i…
Effects of Instruction in Morphological Awareness on Literacy Achievement
As many studies have now demonstrated that morphological awareness contributes to students' literacy development, there is growing interest in the educational value of instruction in morphological awareness. This review was undertaken to integrate findings of studies that sought to determine whether such instruction contributed to improvement in literacy. Analysis of the 16 studies that met selection criteria is organized around researchers' purp…
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Exploring the role of morphemes in word reading
Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower and upper elementary students read words with two morphemes (derived words with a base word and one suffix, such as shady) faster than words with one morpheme (e.g., lady). The second study was designed to investigate…
Morphology Matters in Learning to Read
This paper provides a review of current research on the relevance of morphological awareness to reading and reading instruction. On the assumption that many educators are relatively unfamiliar with morphology, children’s development of awareness of the morphemic structure of words is discussed, as is the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Educational practices and i…
The effects of phonological transparency on reading derived words
Awareness of the structure and meaning of morphologically complex words
Monitoring learning-disabled students in mainstream science classes
Diagnosing comprehension deficits through listening and reading
The use of morphological knowledge in spelling derived forms by learning-disabled and normal students
Components of training in reading comprehension for middle school students
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Exploring the role of morphemes in word reading
Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower and upper elementary students read words with two morphemes (derived words with a base word and one suffix, such as shady) faster than words with one morpheme (e.g., lady). The second study was designed to investigate…
Teachers learning from analysis of other teachers' reading lessons
Learning About Teachers’ Literacy Instruction From Classroom Observations
The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers’ uses of instructional actions (e.g., modeling) in specific skill areas (e.g., fluency, reading comprehension). The findings from observation…
Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools
The purpose of this study was to examine third-grade teachers’ support for students’ vocabulary learning in high poverty schools characterized by underachievement in reading. We examined the prevalence and nature of discourse actions teachers used to support vocabulary learning in different literacy lessons (e.g., phonics); these actions varied in the cognitive demands placed on the students. Results showed that teachers rarely engaged students i…
Components of training in reading comprehension for middle school students
The use of morphological knowledge in spelling derived forms by learning-disabled and normal students
Diagnosing comprehension deficits through listening and reading
Monitoring learning-disabled students in mainstream science classes
Awareness of the structure and meaning of morphologically complex words
The effects of phonological transparency on reading derived words
Morphology Matters in Learning to Read
This paper provides a review of current research on the relevance of morphological awareness to reading and reading instruction. On the assumption that many educators are relatively unfamiliar with morphology, children’s development of awareness of the morphemic structure of words is discussed, as is the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Educational practices and i…
Exploring the role of morphemes in word reading
Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower and upper elementary students read words with two morphemes (derived words with a base word and one suffix, such as shady) faster than words with one morpheme (e.g., lady). The second study was designed to investigate…
Effects of Instruction in Morphological Awareness on Literacy Achievement
As many studies have now demonstrated that morphological awareness contributes to students' literacy development, there is growing interest in the educational value of instruction in morphological awareness. This review was undertaken to integrate findings of studies that sought to determine whether such instruction contributed to improvement in literacy. Analysis of the 16 studies that met selection criteria is organized around researchers' purp…
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Teachers learning from analysis of other teachers' reading lessons
Learning About Teachers’ Literacy Instruction From Classroom Observations
The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers’ uses of instructional actions (e.g., modeling) in specific skill areas (e.g., fluency, reading comprehension). The findings from observation…
Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools
The purpose of this study was to examine third-grade teachers’ support for students’ vocabulary learning in high poverty schools characterized by underachievement in reading. We examined the prevalence and nature of discourse actions teachers used to support vocabulary learning in different literacy lessons (e.g., phonics); these actions varied in the cognitive demands placed on the students. Results showed that teachers rarely engaged students i…
Morphological Knowledge and Literacy Acquisition
The purpose of this special issue of the Journal of Learning Disabilities is to bring to the attention of researchers and educators studies on morphology and literacy that either involve students with learning difficulties or have educational implications for teaching such students. In our introduction, we first provide background information about morphological knowledge and consider the role of morphology in literacy, focusing on findings that …
Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development
This study used data from the U.S. state of Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who…
Psychology (15 works) · Linguistics (14 works) · Reading and Literacy Development (13 works) · Cognitive and developmental aspects of mathematical skills (9 works) · Pedagogy (9 works) · Mathematics education (8 works) · Cognition (6 works) · Cognitive psychology (6 works) · Comprehension (6 works) · Literacy (6 works)