About

The CCRL

The Canadian Centre for Research on Literacy (CCRL) is the first formally established academic body in Canada for research on literacy across the continuum from emergent to third-age literacy. CCRL promotes the consolidation of research interests and expertise to create a new substantive research focus within the University. Research on literacy requires insight from many perspectives including anthropological, audiological, educational, historical, legal, linguistic, literary, medical, philosophical, psychological, sociological, and speech pathology because literacy derives its full significance when seen from these viewpoints. The collaborative effort of researchers holding different perspectives increases the quality and breadth of research done by each member.

Centre goals

The goals of the Canadian Centre for Research on Literacy include:

  • Conducting basic and applied research on literacy. The benefits of such research include increased knowledge and understanding in an area of national and international importance.
  • Achieving national and international status as a Canadian Centre for Research on Literacy.
  • Attracting graduate students into a multidisciplinary graduate research centre in cooperation with all interested departments at the University of Alberta. An enviable program of research, teaching and intellectual excitement attracts highly competent graduate and post-doctoral fellows who acquire sound backgrounds in promoting literacy acquisition and in studying this complex process.
  • Building partnerships with agencies and groups in accord with the fulfillment of the preceding goals of the Centre.

Director

Linda Phillips

Linda M. Phillips, PhD.

Centennial Professor

6th Floor West, Education South

Faculty of Education

University of Alberta

Edmonton, Alberta

T6G 2G5

780-492-5090

linda.phillips@ualberta.ca

http://www.ualberta.ca/~lphillip/

Dr. Phillips was named Centennial Professor, University of Alberta, in 2012. The title of Centennial Professor is among the most prestigious of awards at the University of Alberta and is bestowed on members of the academy who have achieved outstanding distinction in their area of research, scholarship, and teaching, and who have earned favourable regard from the community.

Affiliates

Special Project Associates

Dr. Denyse Hayward (University of Alberta)

Anat Yarden (Weizmann Institute)

Affiliated Faculty

Dr. Denyse V. Hayward (University of Alberta)

Dr. Meridith Lovell-Johnston (Lakehead University)

Research Assistants

Nancy Schulz Nickolson

Advisory committee

An advisory committee consists of representatives from:

and literacy scholars from major universities internationally:

  • Dr. Dorit Aram (Tel-Aviv University)
  • Dr. Juan Daniel Ramirez Garrido (Pablo de Olavide, Seville, Spain)
  • Dr. Esther Geva (OISE)
  • Dr. Lee Gunderson (University of British Columbia)
  • Dr. Marianne Ødegaard (University of Oslo)
  • Dr. P. David Pearson (University of California, Berkeley)
  • Dr. Anat Yarden (The Weizmann Institute of Science, Rehovot, Israel)

Publications

The following list comprises books, articles, chapters, and other works authored or co-authored by the staff and affiliates of the Canadian Centre for Research on Literacy.

In Press/Under Review

  • Phillips, L.M., & Hayward, D.V. (in press). Alphabet Stage. Victoria, BC: Friesen Press.
  • Phillips, L.M., Loerke, K., & Hayward, D.V. (in press). The consequential effects of misinterpretations and misrepresentations on boys’ and girls’ reading achievement and motivation. In P. Orellana Garcia & P. Baldwin Lind (Eds.), Reading Achievement and Motivation in Boys and Girls. Dordrecht, The Netherlands: Springer.
  • Lovell, M. A., & Phillips, L. M. (under review). Interactive whiteboard use: Teacher pedagogical change in reading instruction in the primary grades. Journal of Research on Technology in Education.
  • Norris, S. P., & Phillips, L. M. (in press). Scientific literacy: Its relationship to literacy. In R. Gunstone (Ed.), Encyclopedia of science education. Dordrecht, The Netherlands: Springer.
  • Norris, S. P., & Phillips, L. M. (in press). Print media. In R. Gunstone (Ed.), Encyclopedia of science education. Dordrecht, The Netherlands: Springer.

2017

  • Phillips, L.M., Norris, S.P., Hayward, D.V., Lovell, M.A. (2017). Unique contributions of maternal reading proficiency to predicting children’s preschool receptive vocabulary and reading proficiency. Early Childhood Education Journal, 45(1), 119. http://doi.org/10.1007/s10643-014-0632-y Selected by Psychology Progress as a breaking journal article considered to represent the best in Psychology research http://psychologyprogress.com/?p=12490
  • Phillips, L.M. & Yarden, A. (2017). Structure, epistemology, and metalanguage foundations of reading comprehension in scientific texts. In S.E. Israel (Ed). Handbook of research on reading comprehension, pp.428-441. New York: The Guilford Press

2016

  • Hayward, D.V., Annable, C.D., Fung, J.E., Williamson, R.D., Lovell-Johnston, M.A., Phillips, L.M. (2016). Beyond the total score: A preliminary investigation into the types of phonological awareness errors made by first graders. Early Childhood Education Journal. doi:10.1007/s10643-016-0829-3
  • Hayward, D.V., Ritter, K., Mousavi, A., & Vatanpour, S. (2016). The sound access parent outcomes instrument (SAPOI): Construction of a new instrument for children with severe multiple disabilities who use cochlear implants or hearing aids. Cochlear Implants International, 17(2), 81-89.
  • Phillips, L.M., Hayward, D.V., & Norris, S.P. (2016). Test of Early Language and Literacy.Scarborough, ON: Nelson.
  • Phillips, L.M., Hayward, D.V., & Norris, S.P. (2016). Test of Early Language and Literacy: Comprehensive Manual. Scarborough, ON: Nelson.
  • Rohatyn-Martin, N., & Hayward, D. (2016). The challenge of fatigue for students who are deaf or hard of hearing in inclusive classrooms. The International Journal of Learner Diversity and Identities, 23, 23-31.

2015

  • Yarden, A., Norris, S.P., & Phillips, L.M. (2015). Adapted Primary Literature: The Use of Authentic Scientific Texts in Secondary Schools. Dordrecht, The Netherlands: Springer.
  • Lee, J.Y., Hayward, D.V., & Kim, S.A. (2015). A pilot study to adapt the ENNI as a screening tool for children with disabilities. Korean Journal of Early Childhood Special Education, 15(3), 1-25.
  • Norris, S.P. & Phillips, L.M. (2015). Scientific literacy: Its relationship to “literacy”. In R. Gunstone (Ed.). Encyclopedia of science education pp. 947-450. Dordrecht, The Netherlands: Springer.
  • Norris, S.P. & Phillips, L.M. (2015). Print media. In R. Gunstone (Ed.). Encyclopedia of science education, pp. 781-785. Dordrecht, The Netherlands: Springer.
  • Ritter, K., & Hayward, D.V. (2015). Sound Access Parent Outcomes Instrument (SAPOI). Edmonton: Alberta Health Services.

2014

  • Hayward, D.V., Phillips, L.M., & Sych, J. E. (2014). Analysis of phonological and phonemic awareness content in pre-service textbooks on the teaching of reading. Canadian Journal of Speech-Language Pathology and Audiology, 38(1), 6-24.
  • Norris, S.P., Phillips, L.M., & Burns, D.P. (2014). Conceptions of scientific literacy: Identifying and evaluating their programmatic elements. In M. Matthews (Ed). Handbook of Historical and Philosophical Research in Science Education, pp. 1317-1344. Dordrecht, The Netherlands: Springer.
  • Phillips, L. M., Norris, S. P., Hayward, D. V., & Lovell, M. A. (2014). Unique contributions of maternal reading proficiency to predicting children's preschool receptive vocabulary and reading proficiency. Early Childhood Education Journal. doi: 10.1007/s10643-014-0632-y

2013

  • Lovell, M. A., & Phillips, L. M. (2013). Exposing technomyths: Getting technical about technology and teaching. Education Canada, 52(4). Retrieved from: http://www.cea-ace.ca/education-canada/article/web-exclusive-exposing-technomyths-getting-technical-about-technology-and-t
  • Phillips, L. M. (2013). Success is knowing about before doing discourse research. Education Matters: The Journal of Teaching and Learning, 1(1), 37-39.
  • Phillips, L. M., Norris, S. P., Hayward, D. V., & Lovell, M. A. (2013). Mothers' measured reading and their preschool children's language and reading proficiency. Literacy Information and Computer Education, 2(1), 1225-1229.
  • Duru, E. & Phillips, L.M. (March 2013). Nunavut Literacy Framework: Final Report. Iqaliut, NT: Nunavut Ministry of Education.
  • Hayward, D.V., Ritter, K., Grueber, J., & Howarth, T. (2013). Outcomes that matter for children with severe multiple disabilities who use cochlear implants: The first step in an instrument development process. Canadian Journal of Speech-Language Pathology and Audiology, 37(1), 58-69.
  • Montgomery, A. P., Dunn, W., Hayward, D.V., Carbonaro, M., & Amrhein, C. G. (2013). Harmonizing the MOOC with the lessons of blended learning. Proceedings of the Beijing Forum: The Harmony of Civilizations and Prosperity for All 2013, (pp. 124 – 137). Peking University, Beijing, CN.

2012

  • Braga, J., Phillips, L. M., & Norris, S. P. (2012). Visualizations and visualization in science education. In S. P. Norris (Ed.), Reading for evidence and interpreting visualizations in mathematics and science education (pp. 123-146). Rotterdam, The Netherlands: Sense Publishers.
  • Hayward, D. V., & Phillips, L. M. (2012). The relationship between spelling and reading ability. In Encyclopedia of Language and Literacy Development (pp. 1-7). London, ON: Western University.
  • Macnab, J., Phillips, L. M., & Norris, S. P. (2012). Visualizations and visualization in mathematics education. In S. P. Norris (Ed.), Reading for evidence and interpreting visualizations in mathematics and science education (pp. 103-122). Rotterdam, The Netherlands: Sense Publishers.
  • Norris, S. P. & Phillips, L. M. (2012). Reading science: How a naïve view hinders so much else. In A. Zohar & J. Dori (Eds.), Metacognition in science education: Trends in current research. Berkeley, CA: Springer.
  • Phillips, L. M., Norris, S. P., Hayward, D. V., & Vavra, K. L. (2012). Reading comprehension insturction. Encyclopedia of language and literacy development (pp. 1-12). London, ON: Canadian Language and Literacy Research Network.http://www.literacyencyclopedia.ca/pdfs/topic.php?topId=232
  • Riveros, A., Norris, S. P., Hayward, D. V., & Phillips, L. M. (2012). Dispositions and the quality of learning. In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 32-50). Cambridge, UK: Cambridge University Press.

2011

2010

2009

2008

2007

  • Hayward, D., Das, J. P., & Janzen, T. (2007). Innovative programs for improvement in reading through cognitive enhancement: A remediation study of Canadian First Nations children. Journal of Learning Disabilities, 40(5), 443-457.
  • Hayward, D., Gillam, P., & Lien, P. (2007). Retelling a script-based story: Do children with and without language impairments focus on script and story elements? American Journal of Speech-Language Pathology, 16(3), 235-245.
  • Lebel, C., Walker, L., Leemans, A., Phillips, L., & Beaulieu, C. (2007). DTI demonstrates non-linear white matter tract development from childhood to adulthood. Abstracts of International Society of Magnetic Resonance in Medicine, p. 666. Bethesda, MD: National Library for Medicine.
  • Norris, S. P., Leighton, J. P., & Phillips, L. M. (2007). What is at stake in knowing the content and capabilities of children’s minds? A case for basing high stakes tests on cognitive models. In R. Curren (Ed). Philosophy of education: An anthology(pp. 477-490). Oxford: Blackwell Publishing [Reprinted from Theory and Research in Education, 2004 2(3), 283-308].
  • Norris, S. P., Macnab, J. S., & Phillips, L. M. (2007). Cognitive modelling of performance on diagnostic achievement tests: A philosophical analysis and justification. In J. P. Leighton & M. J. Gierl. (Eds). Cognitive diagnostic assessment: Theories and applications (pp. 61-84). New York: Cambridge University Press.
  • Phillips, L. M. (2007). Critical discourse analysis: An example of the good mother in literacy-advice texts. Literacies, 7, 44-47.
  • Phillips, L.M., Norris, S. P., & Steffler, D. J. (2007). Potential risks to reading posed by high-dose phonics. Journal of Applied Research on Learning, 1(1), 1-18.
  • Phillips, L.M., Norris, S. P., & Vavra, K. L (2007). Reading comprehension instruction. In J. R. Kirby (Ed.), The encyclopedia of language and literacy development (pp. 1-18). (http://www.cllrnet.ca/) London, ON: Canadian Language and Literacy Research Network.
  • Sample Gosse, H. L., & Phillips, L. M. (2007). No gain in blame: Fostering collaborations between home and school. In Y. Goodman & P. Martens (Eds.), Critical issues in early literacy: Research and pedagogy (pp. 191-201). Mahwah, NJ: Lawrence Erlbaum Associates.