Carol McDonald Connor

Curriculum Vitae

Arizona State University and the Learning Sciences InstituteLearning Sciences Institute (http://lsi.asu.edu/)

Arizona State University | P.O. Box 872111 | Tempe, Arizona 85287-2111Carol.connor@asu.edu

Distinguished Research Associate, Florida Center for Reading Research

Academic Preparation

2002 University of Michigan, Ann Arbor, MIPh.D. Language, Literacy & Culture, Special Education

Northwestern University, Evanston, IL1975 B.S. Speech-Language Pathology1976 M.A. Speech-Language Pathology

Certification ASHA Certificate of Clinical Competence – Speech-Language Pathology

Research, Teaching, and Clinical Experience

2012-present Professor, Arizona State University, Department of Psychology, and Senior Learning Scientist, Learning Sciences Institute.

PSY 541 Research in Cognitive Development (fall, 2013)

2009 –2012 Associate Professor, Florida State University, Department of Psychology, Developmental Psychology, and Research Faculty, the Florida Center for Reading Research (FCRR), Florida Center for Science, Technology, Engineering and Math (FCR-STEM)Courses taught:

PSY6919 Reading Research (fall 2011, spring 2012)DEP 3103 Child Psychology (spring 2010, 2011, 2012)DEP 5165 Developmental Psychology (fall 2010)

2008-2009 Associate Professor, Florida State University, College of Education and Research Faculty, the Florida Center for Reading Research (FCRR), Florida Center for Science, Technology, Engineering and Math (FCR-STEM)Courses taught:

RED6747 Theories and Research in Reading (spring 2009) RED5744 Using Literacy Research to Inform Practice (fall 2008)

2004-2008 Assistant Professor, Florida State University, College of Education

Courses taught: LAE5931 Improving Literacy in American (spring 2005)

LAE5515 Language and Literacy Assessment (fall 2005)LAE5931 Using Literacy Research to Inform Practice – new course (spring 2006)RED5147 Foundations of Developmental Reading (fall 2006)RED5744 Using Literacy Research to Inform Practice (fall 2007)LAE5931 Complementary Methods in Literacy Research – new course (spring 2008)

2003-2004 Assistant Research Scientist, Department of Psychology, Developmental Psychology, University of Michigan.

2003-2004 Assistant Research Scientist, Center for Human Growth and Development, University of Michigan. Project Director, Pathways to Literacy Project.

Fall 2003 Adjunct Faculty Educational Studies, School of Education (Combined Program in Education and Psychology, CPEP), University of Michigan. Teaching undergraduate course in Educational Psychology and Human Development.

2001-2003 Senior Research Associate, Developmental Psychology, University of Michigan. Postdoctoral work with Frederick J. Morrison, Ph.D. conducting research on the literacy development of young children focusing on the impact of child, home, and classroom on literacy development. Project Director Pathway to Literacy Project.

1998-2006 University of Michigan Cochlear Implant Center, research and consultation.

2001-2002 Graduate Student Instructor, University of Michigan School of Education. Introduction to Quantitative Methods in Educational Research (Professor Raudenbush), doctoral level course. Research and Educational Practice, an introductory course in research and statistics for masters level students.

1997-2001 Graduate Student Research Assistant, University of Michigan School of Education. Michigan Project on African American Language (M-Pal) conducted by Holly K. Craig, Ph.D. and Julie A. Washington, Ph.D. Funded through the Center for the Improvement of Early Reading Achievement (CIERA) and National Institutes of Health Deafness and Communication Disorders (NIDCD).

1999 Course Assistant for Arnetha Ball, Ph.D., Child Language Development, a master’s level course.

1992-1997 Speech-Language Pathologist — Cochlear Implant Center University of Michigan Medical Center. Diagnostic testing and therapy provided to severely and profoundly deaf children and adults. Responsibilities included research,

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evaluation, treatment, parent training, in-service training to school professionals and the medical center’s pediatric residents.

1976-1986 Speech-Language PathologistProvided therapy to children and adults with language, speech and voice impairments and learning disabilities across a variety of settings including clinics and schools. Consultant for the Utah Department of Vocational Rehabilitation (UT) and the Springfield, MA Independent Living Center. Director of Residential Services, Independent Living Center, at CSWR (Chicago, IL), supervised a multi-disciplinary team including speech-language pathologists, social workers, and psychologists serving adults with developmental disabilities, including hearing impairment, funded by the Illinois Department of Mental Health.

Patent

2013 Connor, Carol McDonald. (2013). Method for recommending a teaching plan in literacy education, US Patent No. 8506304.

Grants

2013-2017 Principal Investigator: Making Individualized Literacy Instruction Available to All Teachers: Adapting the Assessment to Instruction (A2i) Software for Multiple Real-World Contexts. Funded by the US Department of Education, Institute for Education Science, Grant #R305A130517 ($1,500,000).

2013-2017 Principal Investigator: Exploring Effective Reading Comprehension Instruction: Classroom Practice, Teacher, and Student Characteristics, Funded by the US Department of Education, Institute for Education Science, Grant # R305A130058 ($1,600,000).

2012-2017 Co-Principal Investigator: Predicting and Preventing the Development of Learning Disabilities (renewal). PI on Learning Disabilities in Context. National Institutes of Health, National Institute of Child Health and Human Development, Center PI: Richard Wagner. Learning Disabilities Multidisciplinary Research Center Grant #P50 HD062120, ($7,000,000).

2012-2017 Investigator, Center for Literacy and Deafness, PI: Amy Lederberg, Georgia State University, funded by the US Department of Education, Institute for Education Science. ($10,000,000).

2012-2017 Investigator, Florida Center for Reading Research, Regional Education Lab. PI: Barbara Foorman, funded by the US Department of Education. Anticipated funding 2012-2017 ($38,000,000).

2010-2015 Principal Investigator with Christopher Lonigan: Reading for Understanding Research Initiative: Pre-kindergarten through 5th Grade. US Department of

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Education, Institute for Education Sciences Grant #R305F100027. Funding 7/1/2010 through 6/30/2015 ($20,000,000).

2010-2014 Principal Investigator: Developing Dynamic Forecasting Intervention Models for Upper Elementary Students. National Institutes of Health, National Institute of Child Health and Human Development, Grant #R21HD062834. Funding 3/1/2010 through 2/28/2012 ($339,069).

2007-2011 Principal Investigator: Child-by-Instruction Interactions in Literacy: Examining Causal Effects of Individualized Instruction in First through Third Grade. US Department of Education, Institute for Education Sciences Grant # R305B070074. Funding 7/1/07 through 5/31/2011 ($3,000,000). PECASE Fellowship.

2005-2011 Principal Investigator: Child-Instruction Interactions: Causal Effects on Reading. National Institutes of Health, National Institute of Child Health and Human Development, Grant #R01 HD048539. Funding 9/1/2005 through 8/31/2011 ($2,436,000). Plus ARRA supplement award ($97,381)

2006-2010 Co-Principal Investigator: Improving Deaf Children’s Literacy. US Department of Education, Institute for Education Sciences Grant # R324E06035. Funding 9/1/06 through 8/31/2020 ($1,468,000).

2007-2009 Principal Investigator: Individualizing Science and Literacy Instruction, Grant from the State of Florida, Florida Center for Science, Technology, Engineering and Math (FCR-STEM). Funding 7/1/2007- 6/30/2009 (approximately $400,000).

2004-2007 Principal Investigator, Child-Instruction Interactions in Early Reading: Examining Causal Effects of Individualized Instruction, US Department of Education, Institute for Education Sciences Grant # R305H04013. Funding 9/1/04 through 8/31/2007 ($1,632,000).

2006 Principal Investigator, Assessing Adult Basic Literacy Education Efficacy. A grant from Leon County Schools. Funding January 1, 2006 to June 30, 2006 ($70,000).

2004-2015 Florida Center for Reading Research, Predoctoral Interdisciplinary Training Program (PIRT) Grant, Faculty. US Department of Education, Institute for Education Science.

2006-2011 Co-Investigator: Predicting and Preventing the Development of Learning Disabilities. National Institutes of Health, National Institute of Child Health and Human Development, Learning Disabilities Multidisciplinary Research Center Grant #P50 HD062120, Funding 2006-2011 ($7,252,000).

Pending Principal Investigator: IES Exploratory Grant to develop valid and reliable assessment of teaching that predicts 1st, 2nd and 3rd

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graders’ reading comprehension gains using both extant and new data. ($1,600,000 for 4 years)

Fellowships and Awards

2013 Innovators Award, Florida State University

2010 Developing Scholar, Florida State University: This award program is designed to recognize FSU faculty who are several years advanced into their careers and is intended to help identify FSU's future academic leaders. One of six awarded university wide, recipients demonstrate a strong cumulative record of achievements which is clearly representative of all aspects of their scholarly career, including teaching, service, and research. ($10,000)

2009 Society for Research in Child Development (SRCD) Early Career Contribution Award for 2009

2007 Recipient of the 2006 President’s Early Career Awards for Scientists and Engineers (PECASE). From the website: “…established in 1996, [this award] honors the most promising researchers in the nation within their fields. Nine federal departments and agencies annually nominate scientists and engineers at the start of their independent careers whose work shows exceptional promise for leadership at the frontiers of scientific knowledge during the twenty-first century. Participating agencies award these talented scientists and engineers up to five years of funding to further their research in support of critical government missions.” Nominated by the US Department of Education, Institute for Education Sciences. (IES Fellowship).

2007 Richard C. Snow Early Career Award from the American Psychological Association. Gave address at 2008 APA Conference.

2006 Dina Feitelson Research Award for Beyond the Reading Wars: The effect of classroom instruction by child interactions on early reading. This International Reading Association award was established to honor the memory of Dina Feitelson by recognizing an outstanding empirical study published in English in a refereed journal. (http://www.reading.org/association/awards/research_feitelson.html) ($500).

2005 First Year Assistant Professor Award, FSU, for summer research support ($14,000).

Fall 2003 Consultant, Kellogg Expert in Residence Grant, awarded to The Collaboratory for Community Support to develop a community literacy plan for Battle Creek, Michigan.

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1997-2001 Graduate Fellowship, the Center for the Improvement of Early Reading Achievement (CIERA), U.S. Department of Education, Office of Education Research and Improvement, Grant R305R70004, University of Michigan

2000 Louise M. Meffley Fund Award, through the University of Michigan School of Education. This is a meritorious award given for scholarship and contribution to the field of Special Education

1999, 2001 Mini-grants provided by the Spencer Research Training Grant, through the University of Michigan School of Education. Funds were awarded to conduct research on the emergent literacy skills of young children with cochlear implants and for my dissertation research.

1994-1995 Cochlear Corporation Clinical Fellowship, through the University of Michigan Medical Center and Cochlear Corporation. Funded research and training in use and programming of cochlear implants.

1978-1982 U. S. Department of Housing and Urban Development, 202 Housing funds used to develop two apartment buildings, which were designed to be fully accessible to persons with disabilities, Chicago, IL

Research Interests

Over the past decade, my research has focused on examining the links between children’s language and literacy development. Understanding these links may illuminate reasons for the perplexing difficulties children who are atypical and diverse learners have developing basic and advanced reading skills. Most recently, my research interests have focused on children’s learning in the classroom – from preschool through fifth grade – with particular focus on reading comprehension and children living in poverty. These studies indicate that the effectiveness of specific instructional activities depends on the language, self-regulation, and reading skills children bring with them to school; these child-by-instruction interactions are evident as early as preschool and continue at least through third grade for a number of child language and literacy outcomes. I am currently the principal investigator conducting a series of basic research studies and randomized control field trials investigating the reasons children fail to achieve proficient reading comprehension skills and the causal implications of child-by-instruction interactions on student achievement; specifically investigating the effect of individualizing language arts, social studies, and science instruction in kindergarten through fourth grade based on students’ language and early reading skills. These multidisciplinary projects include experts in developmental and cognitive psychology, education, learning sciences, and computer science. Results reveal that instruction that takes into account child-by-instruction interactions generally leads to stronger student literacy and self-regulation outcomes. As part of this research, I have led the development of the Assessment-to-Instruction online software, which uses assessment results to provide child-specific amounts and types of literacy instruction. I also conduct research focusing on the language and literacy development of profoundly deaf children including those who use

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cochlear implants and the impact of non-mainstream dialect use, such as African American English, on children’s literacy development.

Publications Published or In Press – Peer Reviewed Journals

Connor, Carol McDonald, Spencer, Mercedes, Day, Stephanie L., Giuliani, Sarah, Ingebrand, Sarah W., & Morrison, Frederick J. (in press). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology.

Hernandez, M., Al Otaiba, S., Folsom, J. S., Connor, C. M., & Thomas-Tate, S. (in press). Predicting first grade reading outcomes from kindergarten language and literacy skills: Examining the contributions of dialect and morpho-syntactic skills within a component model of reading. Journal of Learning Disabilities.

Tighe, Elizabeth L., Barnes, Adrienne E., Connor, Carol McDonald, & Steadman, Sharilyn C. (in press). Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives. Reading Research Quarterly.

Toste, Jessica R., Heath, Nancy L., Connor, Carol McDonald, & Peng, Peng. (in press). Reconceptualizing teacher-student relationships: Applicability of the Working Alliance within classroom contexts. The Elementary School Journal.

Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry, Crowe, Elizabeth C., Al Otaiba, Stephanie, & Schatschneider, Christopher. (2013). A longitudinal cluster-randomized control study on the accumulating effects of individualized literacy instruction on students’ reading from 1st through 3rd grade. Psychological Science. doi: 10.1177/0956797612472204

Connor, Carol McDonald. (2013). Commentary on Two Classroom Observation Systems: Moving Toward a Shared Understanding of Effective Teaching. School Psychology Quarterly, 28(4), 342-346. doi: 10.1037/spq0000045

Skibbe, Lori E., Hindman, Annemarie H., Connor, Carol M., Housey, Michelle, & Morrison, Frederick J. (2013). Relative Contributions of Prekindergarten and Kindergarten to Children's Literacy and Mathematics Skills. Early Education & Development, 24(5), 687-703. doi: 10.1080/10409289.2012.712888

Connor, Carol McDonald, Rice, Diana C., Canto, Angela I., Southerland, Sherry A., Underwood, Phyllis, Kaya, Sibel, . . . Morrison, Frederick J. (2012). Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains. The Elementary School Journal, 113(1), 52-75. doi: 10.1086/665815

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Dombek, Jennifer, & Connor, Carol McDonald. (2012). Preventing Retention: First grade classroom instruction and student characteristics. Psychology in the Schools, 49(6), 568-588.

Watts-Taffe, Susan, Laster, B. P., Broach, Laura, Marinak, Barbara, McDonald Connor, Carol, & Walker-Dalhouse, Doris. (2012). Differentiated Instruction: Making Informed Teacher Decisions. The Reading Teacher, 66(4), 303-314. doi: 10.1002/TRTR.01126

Terry, Nicole Patton, Connor, Carol McDonald, Petscher, Y., & Conlin, C. A. (2012). Dialect variation and reading: Is change in nonmainstream American English use related to reading achievement in first and second grade. Journal of Speech, Language, and Hearing Research, 55(1), 55-69.

Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. Elementary School Journal, 113(1), 3-24.

Petscher, Yaacov, Connor, Carol McDonald, & Al Otaiba, Stephanie. (2012). Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment. Assessment for Effective Intervention, 37(4), 243-250. doi: 10.1177/1534508411413760

Skibbe, L. E., Phillips, B. M., Day, S. L., Brophy-Herb, H. E., & Connor, C. M. (2012). Children's Early Literacy Growth in Relation to Classmates' Self-Regulation. Journal of Educational Psychology. doi: 10.1037/a0029153, 104(3), 541-553.

Terry, Nicole Patton, Connor, Carol McDonald, Petscher, Y., & Conlin, C. A. (2012). Dialect variation and reading: Is change in nonmainstream American English use related to reading achievement in first and second grade? Journal of Speech, Language, and Hearing Research, 55(55-69).

Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P., . . . Schatschneider, C. (2011). Classroom instruction, child X instruction interactions and the impact of differentiating student instruction on third graders' reading comprehension. Reading Research Quarterly, 46(3), 189-221.

Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E. G., Crowe, E., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders' word reading achievement. Journal for Research on Educational Effectiveness, 4(3), 173-207. PMC3251831, PubMed PMID: 22229058; PubMed Central PMCID: PMC3251831

Al Otaiba, Stephanie, Connor, Carol McDonald, Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial. Elementary School Journal, 111(4), 535-560. doi: 0013-5984/2011/11104-0003

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Skibbe, L., Morrison, F. J., Connor, C. M., & Jewkes, A. M. (2011). Schooling effects on preschoolers' self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26, 42-49.

Connor, C. M., Ponitz, C. E. C., Phillips, B., Travis, Q. M., Glasney, S., & Morrison, F. J. (2010). First graders’ literacy and self-regulation gains: The effect of individualizing instruction. Journal of School Psychology, 48, 433-455. PubMed PMID: 20728691; PubMed Central PMCID: PMC2976978.

Connor, C. M., Kaya, S., Luck, M., Toste, J., Canto, A., Rice, D. C., et al. (2010). Content-Area Literacy: Individualizing Student Instruction in Second Grade Science. Reading Teacher, 63(6), 474-485.

Taylor, J. J., Roehrig, A. D., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512-514.

Easterbrooks, S.R., Lederberg, A.R., & Connor, C.M. (2010). Contributions of the emergent literacy environment to literacy outcomes in preschool, kindergarten, and first grade children who are deaf. Accepted for Publication in American Annals of the Deaf.

Terry, Nicole Patton, & Connor, Carol McDonald. (2010). African American English and Spelling: How do second graders spell dialect-sensitive features of words? Learning Disabilities Quarterly, 33, 200-201.

Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relations among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.

Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., Underwood, P., & Morrison, F. J. (2009). Individualizing student instruction precisely: Effects of child by instruction interactions on first graders’ literacy development. Child Development, 80(1), 77-100. doi: 10.1111/j.1467-8624.2008.01247.x. PubMed PMID: 19236394; PubMed Central PMCID: PMC2648136.

Connor, C. M., Morrison, F. J., Fishman, B., Ponitz, C. C., Glasney, S., Underwood, P., et al. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38(2), 85-99.

Connor, C. M., Schatschneider, C., Morrison, F. J., Fishman, B., Ponitz, C. C., Piasta, S., et al. (2009). Back to the future: Contrasting scientific styles in understanding reading: A rejoinder to Willis and Smagorinsky. Educational Researcher, 38, 537-540.

Connor, C. M. (2009). Individualized reading instruction in early elementary classrooms. Perspectives on Language and Literacy, Special Edition, 33-38.

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Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Sidler, J. F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: advances in individualized classroom instruction. Fall Perspectives.

Connor, C. M., Jakobsons, L. J., Crowe, E., & Meadows, J. (2009). Instruction, differentiation, and student engagement in Reading First classrooms. Elementary School Journal, 109(3), 221-250.

Al Otaiba, S., Pappamihiel, N. E., Petscher, Y., Williams, R. S., & Connor, C. M. (2009).

Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade. Journal of Educational Psychology, 101(2), 315-329.

Bergeron, J. P., Lederberg, A. R., Easterbrooks, S. R., Miller, E. M., & Connor, C. M. (2009). Building the alphabetic principle in young children who are deaf and hard of hearing. Volta Review, 109(2-3), 87-119.

Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (2009). Teachers’ knowledge of literacy, classroom practices, and student reading growth. Scientific Studies of Reading 13(3), 224-248.

Crowe, E., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curriculums, poverty, and first through third grade reading Achievement. Journal of School Psychology 47, 187-214.

Connor, C. M. (2008). Language and literacy connections for children who are African American. Perspectives on Communication Disorders and Science in Culturally and Linguistically Diverse Populations, 15, 43-53. Also guest editor of this edition.

Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses. Volta Review, 108(2), 91-114.

Al Otaiba, S., Connor, C. M., Kosanovich, M., Schatschneider, C., Dyrlund, A. K., & Lane, H. (2008). Reading First Kindergarten Classroom Instruction and Students' Phonological Awareness and Decoding Fluency Growth. Journal of School Psychology, 48, 281-314.

Cameron, C. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2008). Effects of Classroom Organization on Letter-Word Reading in First Grade. Journal of School Psychology, 6(2), 173-192.

Cameron Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a behavioral measure of preschool self-regulation., Early Childhood Research Quarterly. 23, 141-158

Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the Effects of Shared Book Reading: Multiple Factors and their Associations with Preschool Literacy Outcomes. Early Childhood Research Quarterly, 23, 330-350.

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Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). THE EARLY YEARS: Algorithm-Guided Individualized Reading Instruction. Science, 315(5811), 464-465.

Connor, C. M., Morrison, F. J., & Underwood, P. (2007). A Second Chance in Second Grade? The cumulative impact of first and second grade reading instruction on students’ letter-word reading skills. Scientific Studies of Reading.11(3), 199-233.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Self-regulation and preschoolers' vocabulary, literacy and math skills. Developmental Psychology, 43(4), 947-459.

Moeller, M. P., Tomblin, J. B., Yoshinaga-Itano, C., Connor, C. M., & Jerger, S. (2007). Current state of knowledge: Language and literacy of children with hearing impairment. Ear and Hearing, 28(6), 740-753.

Connor, C. M., Craig, H.K., Raudenbush, S.W., Heavner, K. & Zwolan, T.A. (2006). The age at which young deaf children receive cochlear implants: Is there an added value for early implantation? Ear and Hearing.27(6), 628-644.

Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children's literacy skill growth. Journal of Educational Psychology, 98(4), 665-689.

Connor, C. M., & Craig, H. K. (2006). African American preschoolers' use of African American English and their emergent literacy development: A complex relation. Journal of Speech, Language and Hearing Research, 49(4), 771-792.

Connor, C. M. (2006). Examining the communication skills of a young cochlear implant pioneer, Journal of Deaf Studies and Deaf Education. First published on June 5, 2006, 10.1093/deafed/enl001.

Connor, C. M., Son, S.H., Hindman, A., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, and family characteristics: Complex effects on first graders' language and early reading. Journal of School Psychology, 43, 343-375.

Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology. Vol. 43(1), 61-85.

Connor, C. M., Morrison, F. J., & Katch, E. L. (2004). Beyond the Reading Wars: The effect of classroom instruction by child interactions on early reading. Scientific Studies of Reading, 8(4), 305-336. Winner of the 2006 Dina Feitelson Research Award.

Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child by instruction interactions. Journal of Educational Psychology, 96(4), 682-698.

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Connor, C. M., & Morrison, F. J. (2004:1-11). Services or programs that influence young children's academic success and school completion. In R. E. Tremblay, R. G. Barr & R. D. Peters (Eds.), Encyclopaedia on Early Childhood Development. Montreal: Centre of Excellence for Early Child Development. Available at: http://www.excellence-earlychildhood.ca/documents/Connor-MorrisonANGxp.pdf.

Connor, C. M., & Zwolan, T. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech Language, and Hearing Research, 47(3), 509-526.

Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary examination. Language, Speech, and Hearing Services in Schools, 34, 31-43.

Morrison, F., & Connor, C. M. (2002). Understanding schooling effects on early literacy. Journal of School Psychology, 40(6), 493-500.

Connor, C. M., Hieber, S., Arts, A., & Zwolan, T. (2000). Speech, vocabulary and the education of children with cochlear implants: Total or Oral Communication? Journal of Speech, Language, and Hearing Research, 43, 1185-1204.

Zwolan, T., Connor, C. M., & Kileny, P. K. (2000). Use of the foundations in speech perception program as a home rehabilitation tool. Journal of Academy of Rehabilitative Audiologists (JARA), XXXIII, 39-51.

Publications Published or In Press – Books, Book Chapters, and Reports

Connor, Carol M., Ingebrand, Sarah, & Dombek, Jennifer. (in press). The reading side. In B. Miller, P. McCardle & R. Long (Eds.), Teaching reading and writing: Improving instruction and student achievement. Baltimore, MD: Paul H. Brookes Publishing Co.

Connor, Carol McDonald. "Intervening to Support Reading Comprehension Development with Diverse Learners." In Unraveling the Behavioral, Neurobiological and Genetic Components of Reading Comprehension: The Dyslexia Foundation and NICHD, edited by Brett Miller and Laurie E. Cutting, 222-232. Baltimore: Brookes, 2013.

Institute of Education Sciences. (2013). Researching college and career-ready standards to improve student outcomes: Meeting summary. http://ies.ed.gov/ncer/whatsnew/techworkinggroup/, Washington DC: US Department of Education.

Connor, C. M., Goldman, S. R., & Fishman, B. (2013). Reading and writing technology. In M. Spector, D. Merrill & M. J. Bishop (Eds.), Handbook of Research on Educational

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Communications and Technology: Association for Educational Communications and Technology.

Connor, Carol McDonald, Fishman, Barry, Crowe, Elizabeth, Underwood, Phyllis, Schatschneider, Christopher, & Morrison, Frederick J. (2013). Third grade teachers' use of Assessment to Instruction (A2i) software and students' reading comprehension gains. In O. Korat & A. Shamir (Eds.), Technology for literacy achievements for children at risk. NY: Springer.

Connor, C. M., Morrison, F. J., Fishman, B., & Schatschneider, C. (in press). Assessment and instruction connections: The implications of child X instruction Interactions effects on student learning. In J. Sabatini & E. R. Albro (Eds.), Assessing Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. Lanham, MD: R& L Education. Manuscript in press.

Connor, Carol McDonald, & Morrison, Frederick J. (2012). Knowledge Acquisition in the Classroom: Literacy and Content Area Knowledge In A. M. Pinkham, T. Kaefer & S. B. Neuman (Eds.), Knowledge Development in Early Childhood: How Young Children Build Knowledge and Why It Matters (Vol. in press, pp. 220-241). New York: Guilford Press

Brenner, D., Connor, C. M., Gorin, J., Harris, K. R., Hooper, S., Pearson, P. D., . . . Washington DC, J. (2012, October). The reading-writing connection, Washington DC: IRA and NICHD, from http://www.reading.org/Libraries/resources/reading-writingconnection_final.pdf

Connor, C. M. (2011. December 5) Using children’s literacy skills to differentiate reading comprehension instruction with Dr. Carol Connor. Voice of Literacy podcast. http://www.voiceofliteracy.org/posts/44857.

Connor, C. M. (2011). Child by Instruction interactions: Language and literacy connections. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook on early literacy (3rd ed., pp. 256-275). New York: Guilford.

Morrison, F. J., & Connor, C. M. (2010). Instructional influences on growth of early reading: Individualizing student learning. In N. Stein & S. W. Raudenbush (Eds.), Developmental learning sciences go to school: Implications for education and public policy research. New York, NY: Taylor & Francis, Inc.

Foorman, B. R., & Connor, C. M. (2010). Primary reading. In A. G. Kamhi & P. D. Pearson (Eds.), Handbook of reading research (4th ed., pp. in press). Mahwah, NJ: Lawrence Erlbaum.

Morrison, F. J., & Connor, C. M. (2010). Literacy development in the transition to school: An integrative framework. In J. Meece & J. Eccles (Eds.), Handbook of research on schools,

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schooling, and human development (pp. 185-197). Mahwah, NJ: Lawrence Erlbaum Associates.

Morrison, F. J., Connor, C. M., & Hindman, A. H. (2010). Early schooling and growth of literacy in the transition to school. In D. Aram & O. Korat (Eds.), Literacy development and enhancement across orthographies and cultures (pp. 153-164). New York: Springer.

Connor, C. M., & Al Otaiba, S. (2009). Literacy. In J. B. Benson & M. M. Haith (Eds.), Language, Memory, and Cognition in Infancy and Early Childhood (pp. 301-314). Oxford: Academic Press, Elsevier.

Al Otaiba, S., Connor, C. M., Foorman, B. R., Greulich, L., & Folsom, J. S. (2009). Implementing response to intervention: The synergy of beginning reading instruction and early intervening services. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in Learning and Behavioral Difficulties, Volume 22, Policy and Practice.

Morrison, F. J., & Connor, C. M. (2009). The transition to school: Child-instruction transactions in learning to read. In A. Sameroff (Ed.), The transactional model of development: How children and contexts shape each other (pp. 183-201). Washington DC: American Psychological Association Books.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

Connor, C. M., & Al Otaiba, S. (2008). Literacy. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development (Vol. 2, pp. 235-247). Kidlington, Oxford UK: Elsevier Limited.

Connor, C. M. (2008). Stages of Schooling: Elementary School. In D. Carr, R. Crosnoe, M. E. Hughes & A. M. Pienta (Eds.), Encyclopedia of the Life Course and Human Development. Farmington Hills, MI: Macmillan Reference.

Connor, C. M., (2008) Learning environments underlying literacy acquisition. Manuscript in press, Encyclopedia of Language and Literacy Development. Canada: CLLRNet http://www.literacyencyclopedia.ca/index.php?fa=items.show&topicId=233.

Connor, C. M., & Steadman, S. C. (2006). Adult basic education: Effective classrooms and successful students: Executive summary and full report of findings and recommendations. Tallahassee: Florida Center for Reading Research at Florida State University.

Connor, C. M., & Rex, L. A. (2006). Using sociocultural and developmental/cognitive lenses to inform classroom-based assessments of children's reading. In L. A. Rex (Ed.), Discourse

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of opportunity: How talk in learning situations creates and constrains (pp. 153-185). Cresskill, NJ: Hampton Press.

Morrison, F. J., Connor, C. M., & Bachman, H. J. (2005). The transition to school. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy, volume 2: New York: Guilford Press.

Morrison, F.J., Bachman, H. & Connor, C. M. (2005). Improving Literacy in America: Guidelines from Research, New Haven, CT: Yale University Press.

Connor, C. M. (2002). Preschool children and teachers talking together: The influence of child, family, teacher, and classroom characteristics on children's developing literacy. Doctoral Dissertation, University of Michigan, Ann Arbor. Chair, Holly K. Craig; Committee, Susan B. Neuman, Stephen Raudenbush, Deborah Keller-Cohen (Cognate).

Selected Conference Presentations

Connor, C. M. (2012, July), IES Summer Research Institute on Randomized Trials, school involvement in randomized trials: developing and maintaining school partnerships, Northwestern University, Evanston, IL.

Connor, C. M. (2012, June). Intervening to support reading comprehension development with diverse learners. Paper presented at the Unraveling the behavioral, neurobiological, and genetic components of reading comprehension, Tallien, Estonia.

Connor, C. M., & Terry, N. P. (2011). Nonmainstream dialect use in second grade. Paper presented at the Annual Conference of the Society for the Scientific Study of Reading, St. Petersburg, FL.

Connor, C. M. (2011). Building third graders' reading comprehension and vocabulary: Considering the quality and amounts of third grade literacy instruction. Paper presented at the Pacific Coast Research Conference, San Diego.

Connor, C. M. (2011, April) Building third graders’ reading comprehension and vocabulary: Considering the quality and amount of third grade literacy instruction, Paper presented at the Society for Research in Child Development, Montreal, Canada.

Tani, N., & Connor, C. M. (2011). Association of teacher perceptions on with second graders’ behavior and academic achievement: Examining race and gender differences. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, St. Pete's Beach.

Connor, C. M. (2010, February) Individualizing instruction from first through third grade. Paper presented at the Annual Pacific Coast Research Conference, San Diego, CA.

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Connor, C. M. (2010, June) Classroom observation and predicting Student Outcomes. Paper presented at the Annual Head Start Conference, Washington DC.

Connor, C. M. (2010, June) Individualizing instruction from kindergarten through third grade. Paper presented at the Annual Head Start Conference, Washington DC..

Connor, C. M., Morrison, F. J., & Crowe, E. C. (2010, July) Refining dynamic system forecasting intervention models: New child X instruction interactions for third graders. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Berlin.

Connor, C. M., & Morrison (2009, July). Growth in literacy skills from first through second grade: The impact of child X instruction interactions. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston.

Connor, C. M., Morrison, F. J., Fishman, B., Schatschneider, C., Underwood, P., & Crowe, E. C. (2009, April). First and second grade literacy skill growth: Independent and cumulative effects of Individualized Reading Instruction. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Denver.

Connor, C. M., Morrison, F. J. (2009, April). Child Characteristics X Instruction Interactions: Descriptive and Correlational Evidence Informing Randomized Control Studies. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Denver.

Amy Lederberg, Victoria Burke; Carol M. Connor; Susan Easterbrooks (2009, July). The development of a curriculum to teach deaf children alphabetic knowledge, phonological awareness, and vocabulary. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston

Shana Goldwyn & Carol M. Connor (2009, July). Examining reading knowledge and student achievement: Does teacher reading knowledge matter? Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston

Elizabeth Crowe, Carol M. Connor, Phyllis Underwood, & Frederick J. Morrison (2009, July). Using technology to support the efficacy of teachers’ first grade literacy instruction. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston.

Stephanie Glasney & Carol M. Connor (July, 2009). Self-regulation in the classroom and literacy outcomes. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston

Lori Skibbe, Stephanie Glasney; Carol M. Connor; Holly Brophy-Herb (2009, July). Children’s early literacy growth in relation to classmates’ self-regulation. Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Boston

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Taylor, J., Schatschneider, C., Connor, C. M., Soden Hensler, B., & Roehrig, A. (2009, June). Evidence for a specific environmental effect on early reading. Poster presented at the 39th Annual Meeting of the Behavioral Genetics Association, Minneapolis, MN, USA.

Soden Hensler, B., Taylor, J., Schatschneider, C., Roehrig, A. & Connor, C. M., (2009, June). Investigating the impact of teachers on early reading using a genetically-sensitive design. Institute of Education Sciences Research Conference, Washington, DC.

Lederberg, A. R., Carol McDonald Connor, Susan R. Easterbrooks, Jessica P. Bergeron, Elizabeth M. Miller (2009, April). Improving Deaf Preschoolers' Emergent Literacy Skills. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Denver.

Connor, C. M. (2008). Aptitude X Treatment interactions: Implications for individualizing student literacy instruction. Paper presented at the American Psychological Association as recipient of the Richard Snow Award.

Connor, C. M. (2008, July). Individualizing Instruction in Two Studies: Technology, Instruction, and First Graders’ Literacy Outcomes Paper presented at the Annual Meeting of the Society for Scientific Study of Reading, Asheville.

Connor, C. M., Piasta, S., Glasney, S., Fishman, F. J., Underwood, P., & Morrison, F. J. (2008, March). Classroom Instruction at the Child Level: Observing and Assessing the Impact of Individualized Student Instruction. Paper presented at the American Educational Research Association conference, New York City, NY.

Connor, C. M., Underwood, P., Schatschneider, C, Morrison, F. J., & Fishman, B. (2008, March). Using Technology to Support Teachers’ Effective Literacy Practice. Paper presented at the Society for Research on Educational Effectiveness Annual Research Conference, Crystal City, VA.

Connor, C. M. (2008). IES/PECASE address Individualizing student literacy instruction: Exploring causal implications of child X instruction interactions. Paper presented at the Institute for Education Sciences, Annual Conference.

Keynote Address at the National Reading First Conference, June 2008, Nashville.

IES/ETS Invitational Conference, Philadelphia, April 2008.

Connor, C. M., Underwood, P., Morrison, F. J., Fishman, B., & Schatschneider, C. (2007, August). Child-by-Instruction Interactions in Early Reading: Examining Effects of Individualizing Student Instruction. Paper presented at the Cognitive Science Conference, Nashville, TN.

Connor, C. M., Morrison, F. J., Underwood, P., Fishman, B. J., & Schatschneider, C. (2007, July). The effect of individualized reading instruction on student reading outcomes: The

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results of a randomized field trial. Paper presented at the Society for the Scientific Study of Reading Conference, Prague.

Connor, C. M., Morrison, F. J., Schatschneider, C., Fishman, B., & Underwood, P. (2007, June) Child X instruction interactions: Examining effects of individualizing student instruction. Paper presented at the Institute for Education Sciences Conference, Washington DC.

Connor, C. M. (2007, August). Improving instruction for Florida’s youngest learners. Teacher Quality Research Symposium, Florida State University, College of Education, Tallahassee.

Underwood, P. S., & Connor, C. M. (2008, July). Examining First Grade Students' Reading Skill Growth through a Culturally-Responsive Vocabulary Intervention. Poster presented at the Cognitive Science Conference, Washington, D.C.

Underwood, P. S., & Connor, C. M. (2008, July). A Culturally-Responsive Vocabulary Intervention for First Grade Students. Poster presented at the Society for the Scientific Study of Reading Conference, Asheville, N.C.

Connor, C. M. (2007, July). Symposium chair: Complexity in the learning environment: Interventions and interactions. Society for the Scientific Study of Reading Conference, Prague.

Connor, C. M. (2007, July). The effect of individualized reading instruction on student reading outcomes: The results of a randomized field trial. Society for the Scientific Study of Reading Conference, Prague.

Connor, C. M. (2007, June). Supporting effective instruction: Technology and professional development. Paper presented at the Institute for Education Sciences Conference, Washington DC.

Connor, C. M., Morrison, F. J., Schatschneider, C., Fishman, B., & Underwood, P. (2007, March). Child X instruction interactions: Examining effects of individualizing student instruction. Paper presented at the Institute for Education Sciences Conference, Washington DC.

Crowe, E., & Connor, C. M. (2007, May). Examining core reading curriculums: Relations between instructional materials, student level of reading achievement, and oral reading fluency. Paper presented at the Institute for Educations Sciences Conference, Washington DC.

Lederberg, A.R. Easterbrooks, S., Connor. C.M., Miller, E.M. & Page, J.R. (2007, May). Improving Young Deaf Children's Emergent Literacy Skills. Paper presented at the Institute for Educations Sciences Conference, Washington DC.

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Connor, C. M., Piasta, S., Glasney, S., & Morrison, F. J. (2007, March). Child X instruction interactions: Examining causal effects of individualizing student instruction. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston.

Piasta, S. B., Connor, C. M., & Fishman, B. (2007, March). Fostering early literacy development: Linking teacher knowledge and practice to student reading growth. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.

Connor, C. M., & Craig, H. K. (2007, March). African American children's language and literacy skills and use of African American English: A complex relation. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston.

Lederberg, A.R. Easterbrooks, S., Connor. C.M., Miller, E.M. & Page, J.R. (2007, March). Improving Young Deaf Children's Emergent Literacy Skills. Presented at the Decoding and Reading Comprehension in Deaf Children Pre-Conference Workshop of the biennial meetings of the Society for Research on Child Development, Boston, MA.

Connor, C. M., Piasta, S., Fishman, B., & Morrison, F. J. (2007, February). Individualizing student instruction, practice-based professional development, teachers’ knowledge about language and literacy concepts, and students’ reading skills. Paper presented at the Pacific Coast Research Conference, Coronado, CA.

Connor, C. M., & Morrison, F. J. (2006, May). Individualizing student reading instruction: Planning and Implementation. Paper presented at the International Reading Association, Chicago.

Connor, C. M., & Morrison, F. J. (2006, April). Supporting teachers' efforts to use assessment to guide instruction. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Connor, C. M., & Morrison, F. J. (2006). Supporting teachers' efforts to use assessment to guide instruction: Preliminary results of a randomized cluster field trial. FCRR Research colloquium Tallahassee: Florida State University and the Florida Center for Reading Research.

Piasta, S.B., & Connor, C.M. (2006, April).  Teacher knowledge, teacher practices, and student outcomes: Preliminary data from the Individualizing Student Instruction Project.  Paper presented at the Conference on Human Development, Louisville, KY.

Piasta, S.B., & Connor, C.M. (2006, July).  Highly qualified teachers: The importance of teacher content knowledge in promoting instructional practices related to student reading growth.  Poster to be presented at the Thirteenth Annual Meeting of the Society for the Scientific Study of Reading, Vancouver, Canada.

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Connor, C. M., Jakobsons, L. J., & Granger, J. (2006). Individual differences in the reading fluency of children and their instructional implications - Instruction and fluency. Paper presented at the Pacific Coast Research Conference, Coronado, CA.

Thomas, A., Connor, C.M., Rice, D., and Morrison, F.J. (2006). Time spent in science is not time taken away from reading. Poster presented at the Conference on Human Development annual meeting, April 28, Louisville, KY.

Connor, C., Rice, D., Thomas, A., and Morrison, F.J. (2006). Early elementary science instruction: Time, type, and impact on student literacy. Presented at the National Association of Research in Science Teaching annual meeting, April 5, San Francisco, CA.

Glasney, S., Schatschneider, C., and Connor, C. (2006).  Expressive and Receptive Vocabulary Related to Story Comprehension in Preschool Children. Poster to be presented at the Conference on Human Development annual meeting, April 29, 2006, Louisville, KY

Glasney, S., Schatschneider, C., and Connor, C. (2006).  Expressive and Receptive Vocabulary Related to Story Comprehension in Preschool Children. Poster to be presented at the Society for the Scientific Study of Reading annual meeting, July6, Vancouver, BC.

Kershaw, S., Schatschneider, C., Connor, C. (2006). The Relationship Between Oral Comprehension and Reading Fluency as it Relates to Reading Comprehension. Poster to be presented at the Society for the Scientific Study of Reading Conference, July 6-8 in Vancouver, BC.

Rice, D. C., & Connor, C. M. (2006, April). Science instruction: How much time is really spent on task? Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Connor, C.M. & Morrison, F. J. (2005, August) The impact of software on preschool literacy. Invited paper presented at the PBS Ready to Learn Summer Institute – Technology Use in Preschool, Washington DC.

Morrison, F. J., Jewkes, A. M., & Connor, C. M. (2005, August) Pathways to Literacy Project. Paper presented at the Conference of the American Psychological Association, Washington DC.

Connor, C. M. (2005, June). Transition to school, achievement and student X environment interactions, Symposium chair. Presented at the Twelfth Annual Meeting of the Society for Scientific Study of Reading, Toronto.

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Connor, C. M., & Morrison, F. J. (2005, April). Examining preschool literacy instruction and students' vocabulary, alphabet, and word recognition growth. Paper presented at the American Educational Research Association, Montreal.

Connor, C. M., & Morrison, F. J. (2005, June). Individual students’ differences in response to preschool literacy instruction: effects on vocabulary, alphabet and letter-word recognition skill growth. Paper presented at the Twelfth Annual Meeting of the Society for Scientific Study of Reading, Toronto.

Connor, C. M., & Morrison, F. J. (2005, April). Examining preschool literacy instruction and

preschoolers' alphabet and word recognition skill growth. Paper presented at the Biennial Conference of the Society for Research on Child Development, Atlanta.

Connor, C. M., Raudenbush, S. W., Zwolan, T., & Craig, H. K. (2005, April). Age at cochlear implantation and children's vocabulary growth: Indications of an early sensitive phase for language development. Paper presented at the Biennial Conference of the Society for Research in Child Development, Atlanta.

Morrison, F. J., & Connor, C. M. (2005, April). Schooling and academic development: Exploring child-instruction interactions. Paper presented at the Biennial Conference of the Society for Research in Child Development, Atlanta.

Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005, April). Effects of non-instructional activities on decoding skills: The role of organization. Paper presented at the Biennial Conference of the Society for Research in Child Development, Atlanta.

Connor, C. M., Morrison, F. J., & Slominski, L. (2005, April). Examining preschool literacy instruction and preschoolers' vocabulary, alphabet and word recognition skill growth. Paper presented at the AERA 2005 Annual Meeting, Montreal.

Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005, April). Effects of classroom organization on decoding skills in first grade. Paper presented at the 2005 AERA Annual Meeting, Montreal.

Connor, C. M., Morrison, F. J., Lonigan, C. J., Farver, J., Phillips, B. M., Frijters, J. C., et al. (2005, June). A Symposium: Children's transition to school and academic achievement in the context of child X environment interactions. Paper presented at the Symposium for Scientific Studies of Reading, Toronto.

Connor, C. M., & Morrison, F. J. (2004, July). Child by instruction interactions: Implications for children with reading disabilities. Invited Symposium: The nature of and intervention for reading disabilities presented at the IARLD Conference, Ann Arbor, MI.

Connor, C. M., & Morrison, F. J. (2004, July). Child-instruction interactions in early reading: Examining causal effects of individualized instruction. Invited paper presented at the CIERA Summer Institute, Ann Arbor, MI.

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Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004, June). Effective reading comprehension instruction: Examining child by instruction interactions. Paper presented at the Eleventh Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam.

Morrison, F. J. & Connor, C. M. (2004, February). Beyond the reading wars: The best instruction depends on the child. Paper presented at the American Association for the Advancement of Science Annual Meeting, Seattle, WA.

Tomblin, J. B., & Connor, C. M. (2003, November). Reading development in children with cochlear implants. Invited paper presented at the ASHA Convention, Chicago.

Morrison, F. J. & Connor, C. M. (2003, June) Beyond the reading wars: Effective instruction for diverse learners. Invited presentation at the University of Michigan/Michigan State Summer Institute for Superintendents: Accounting for Quality: Leadership for Student Achievement

Connor, C. M. (2003, April). The effect of age at implantation and sign language use on the vocabulary and reading skills of children who use cochlear implants. Paper presented at the SRCD Biennial Meeting.

Connor, C. M., Morrison, J. F., & Katch, E. L. (2003, April). Beyond the Reading Wars: The effect of classroom instruction by child interactions on early reading. Paper presented at the SRCD Biennial Meeting.

Connor, C. M., Geers, A., Nicholas, J., Luetke-Stahlman, B., and Ertmer, D., (2002, November) Choices in communication modality for very young cochlear implant recipients. Invited seminar presented at the American Speech, Language and Hearing Association, Atlanta.

Morrison, F. J., & Connor, C. M. (2002, August). School transition in at-risk children. Paper presented at the APA Conference, Chicago.

Connor, C. M. (2002, July). Oral language development in preschool: Intricate links to literacy. Paper presented at the 3rd Annual CIERA Summer Institute, Ann Arbor, MI.

Connor, C. M., & Craig, H. K. (2002, June). Cultural-linguistically diverse preschoolers' responses to teacher requests and effects on early reading skills. Paper presented at the Society for the Scientific Study of Reading, Chicago.

Morrison, F., Connor, C. M., & Katch, L. E. (2002, June). Specificity in classroom instruction effects on first graders' reading outcomes. Paper presented at the Society for the Scientific Study of Reading, Chicago.

Connor, C. M., Morrison, F. J., Griffin, E. A., & Katch, L. (2002, April). Children with varying skill levels benefit from different reading instruction practices. Paper presented at the Conference on Human Development, Charlotte, NC.

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Connor, C. M., Craig, H. K., & Washington, J. A. (2001, November). Oral language predictors of reading achievement for African American students. Paper presented at the American Speech, Language, and Hearing Association, New Orleans.

Connor, C. M., Raudenbush, S. W., & Craig, H. K., (2001, June) The age at which children receive cochlear implants and their receptive vocabulary development. Paper presented the 22nd Annual Symposium on Research on Child Language Disorders. Madison, WI.

Connor, C. M. (2001, March) Discussant, Assessment. Paper presented at the Symposium on Early Literacy Instruction for Children at Risk: Research-based Solutions, CIERA, March 24, Ann Arbor, MI.

Craig, H.K., Washington, J.A. & Connor, C.M. (2000, November-December) Similarities and differences in language production of African American children among reading, writing, and oracy contexts. Paper presented at the National Reading Conference Annual Meeting, Scottsdale, AZ.

Craig, H.K., Washington, J.A., & Connor, C.M. (2000, June) The language skills of African American children across multiple literacy contexts. Paper presented at the Symposium on Research of Child Language Disorders (SRCLD), Madison, Wisconsin.

Connor, C.M. & Rex, L.A., (2000, April) Informing Teacher and Clinician Collaboration: Classroom-based Assessment of Discourse Interactions to Explore Children’s Language and Reading Abilities. Paper presented at the Annual Convention of the American Educational Research Association, New Orleans.

Connor, C.M., Craig, H.K., & Washington, J.A. (1999, June) Oral language comprehension as a predictor of later reading comprehension. Paper presented at the Symposium on Research of Child Language Disorders (SRCLD), Madison, Wisconsin.

Craig, H. K., Washington, J. A., & Connor, C. M. (1998, December). Oral language, reading, and African American Children. Paper presented at the National Reading Conference Annual Meeting, Austin, TX.

Connor, C. M., Hieber, S., & Zwolan, T. A. (1998, March). What do speech language pathologists and audiologists need to know about cochlear implants? Invited Paper presented at the GSHA Conference, Atlanta, GA.

Connor, C. M., Phillips, S. Z., & Kileny, P. (1993, November). The Vocabulary Skills of Children Using Cochlear Implants. Paper presented at the Annual Convention of the American Speech Language and Hearing Association, New Orleans, LA.

Current Professional Affiliations

Society for Research on Child Development

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Society for the Scientific Study of Reading, voting member, board member, editorial review board, & treasurer

Society for Research on Educational Effectiveness, EditorAmerican Speech, Language, and Hearing AssociationAERA – American Educational Research Associational (Reading and Writing Program Division

Co-chair, 2010-2011)AAAS – Association for the Advancement of ScienceAPA – American Psychological AssociationAPS – Association for Psychological ScienceIRA – International Reading Association

Service/Professional Development

2013-present Associate Editor of Child Development

2013-present Editor of the Journal for Research on Educational Effectiveness

2013-present The Piedmont School of Atlanta Professional Advisory Board

2013-present Editorial Review Board, Journal of Educational Psychology

2012-2012 Associate Editor of the Journal for Research on Educational Effectiveness

2012-2013 NICHD/IRA: expert panel on reading and writing connections

2011-present Permanent member of US Department of Education, Institute for Education Sciences, Reading & Writing review panel

2009-2013 Permanent member of National Institutes of Health, NICHD Language and Communication (L-COM) Review Study Group

2009-2011 Rotating member of US Department of Education, Institute for Education Sciences, Reading & Writing review panel

2011, March NICHD Scientific Vision Workshop on Cognition, group leader. The purpose of the 2 day workshop was to discuss NICHD research aims for the next decade.

2010-2012 FSU Department of Psychology Graduate Studies Committee

2012-present Editorial Review Board, Scientific Studies of Reading

2011-present Editorial Review Board, Journal of Research on Educational Effectiveness

2011-present Editorial Review Board, Journal of Deaf Studies and Deaf Education

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2008-2014 Editorial Review Board, Developmental Psychology

2008-present Editorial Review Board, Reading Research Quarterly

2008-present Editorial Review Board, Elementary School Journal

2008-present Editorial Review Board, Merrill Palmer Quarterly

2009-2011 Division C Program Section Chair for Reading and Writing for the 2011 American Educational Research Association (AERA) Conference

2010-2011 APA, Division 15, Research Awards Committee

2008-2014 International Reading Association: Commission on Response to Intervention member

2008-2009 Ad Hoc Reviewer for NICHD L-COM study group

2009 Chair of the FSU Learning Systems Institute (LSI) Faculty Evaluation Committee

2008 Member of the FSU LSI Faculty Evaluation Committee

2007-2008 Coordinated FCRR Colloquium Series

2006-2009 Member of COE Search Committees – FCRR/COE Faculty (5 positions), Davies Endowed Chair, Director of the School of Teacher Education

2010-present Reviewer for Psychological Science

2008-present Reviewer for Journal of Experimental Child Psychology

2007-present Reviewer for Child Development

2007-present Reviewer for Journal of Applied Developmental Psychology

2007-present Review for the Spanish Journal of Psychology

2007-present Reviewer for Early Education and Development

2007-present Reviewer for Reading Research Quarterly

2007-present Reviewer for Journal of Child Language

2007 Grant proposal reviewer, Netherlands Organisation for Health Research and Development (ZonMw), Health Care Efficiency Research Programmehttp://www.zonmw.nl/en/programmes/health-care-efficiency-research.html

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2006 National Institutes of Health, National Institute of Deafness and Communicative Disorders, Member of Expert Panel for workshop on Outcomes Research in Children with Hearing Loss. Focus on literacy and academic achievement.

2006-present Reviewer for Developmental Psychology

2006-present Reviewer for Cognitive Development, Journal of School Psychology, and the American Journal of Speech Language Pathology

2005-2007 Guest Editor, Journal of Deaf Studies and Deaf Education

2005-present Reviewer for Ear & Hearing

2004-present Reviewer for Scientific Studies of Reading

2004-present Reviewer for Journal of Speech, Language and Hearing Research

2004-2006 Reviewer for Journal of Phonetics

2005 Co-chair with Richard Wagner, First Annual Florida Reading Research Conference sponsored by the Florida Center for Reading Research/Florida State University. April 2-3, Tallahassee, FL. Approximately 130 participants.

2005 Co-chair with Amy Lederberg and Patricia Spencer, SRCD preconference, Development of children with cochlear implants. Supported by CRADL and Cochlear Corporation. April 6, Atlanta, GA. Approximately 50 participants.

2004-05, 07-08 Reviewer and Panel Moderator for Early Reading First Grants, U.S. Department of Education.

2004 Reviewer for NIDCD BBBP-A(02) Deafness and Cochlear Implants

2004 Reviewer for Journal of Educational Psychology

2003, 2004 Expert panel reviewer for Early Reading First Grants, U.S. Department of Education.

2003 Reviewer NRC 2003 conference, Area 11: Literacy Learning and Practice in Multilingual and Multicultural Settings. Also invited for 2004 Conference.

2003-present Reviewer for the AERA Conference.

2002, 2006 Reviewer for the 2003 and 2007 SRCD Conferences.

2002 Reviewer for Journal of Learning Disabilities.

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2000 to 2002 Facilitator, Center for Improving Early Reading Achievement (CIERA) Summer Institute, August 2000, July 2001, & July 2002, University of Michigan, Ann Arbor.

2000-2001 Member of the Southfield Public Schools Special Needs Reader Action Research Committee.

Web-based Tools and Sites Developed

2012-Present Currently developing Beachwalk Word Knowledge e-Book designed to build word knowledge and comprehension monitoring for upper elementary students.

2010-Present Currently developing Comprehension Tools for Teachers, a web- and iPad-based digital support system for teachers. Developed as part of the Reading for Understanding project. Also led development of the project website (http://rfu.fcrr.org).

2005-Present Developed Assessment-to-Instruction (A2i) software, which uses research generated algorithms to generate recommended amounts and types of language arts instruction based on individual students’ vocabulary and letter-word recognition scores Also developed, the ISI Online Resource Guide, which is integrated with A2i, to support teachers’ efforts to individualize instruction in their classroom. (http://isi.fcrr.org). Log in: A2idemo, Password: isi06!

2007-Present Developed the Content-area Literacy Instruction (CALI) website, which allows teachers to view and download CALI Science units on Earth Science and Chemistry. Semi-scripted lessons (5-6 per unit) integrate evidence-based practices for literacy instruction with reform-based science education with specific activities available to match students reading comprehension and vocabulary skills. Anticipated launch of the software is Summer 2010 pending funding.

2003-2004 Supervised creation of Pathways to Literacy web site

2001 Sim-Classroom, a data-driven professional development tool for teachers.

2000 to 2001 Notebook.edu, a web-based tool designed to support the writing skills of 6-12th grade students while promoting teacher and specialist collaboration to meet the needs of students at risk for academic failure.

1997 Supervised development of web site for University of Michigan Cochlear Implant Center (http://www.med.umich.edu/oto/ci).

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