Developmental Faculty

Language development and comprehension, family and life span developmental psychology, educational psychology, learning disabilities, quantitative methods and research design, psychometrics, testing and assessment.

My research focuses 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 third grade. These studies indicate that the effectiveness of specific instructional activities depends on the language 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 randomized control field trials investigating the causal effects of individualizing language arts instruction and science instruction in first through third grade based on students' language and early reading skills. This multidisciplinary project includes experts in developmental and cognitive psychology, education, learning sciences, and computer science. Results reveal that instruction that takes into account child-by-instruction interactions leads to stronger student literacy outcomes. I also conduct research focusing on the language and literacy development of profoundly deaf children including those who use cochlear implants.

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.

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., Ponitz, C. E. C., Phillips, B., Travis, Q. M., Glasney, S., & Morrison, F. J. (2009). First graders’ literacy and self-regulation Gains: The effect of individualizing instruction. Manuscript in press, Journal of School Psychology.

Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2009). Examining relations among dialect variation, literacy skills, and school context in first grade. Manuscript in press, Journal of Speech, Language, and Hearing Research.

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.

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.

Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2009). Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses. Manuscript in press, Volta Review.

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.

Moeller, M. P., Tomblin, J. B., Yoshinaga-Itano, C., Connor, C. M., & Jerger, S. (2009). Current state of knowledge: Language and literacy of children with hearing impairment. Manuscript in press, Ear and Hearing.

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.

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.

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 .

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.