Cognitive/Developmental Faculty

Educational psychology, learning disabilities, quantitative methods and research design, reading and language comprehension. 

Individual differences in reading skill development. Specifically, I am interested in the identification of skills that are related to the acquisition of reading ability and the use of these skills to identify children who are at-risk for early reading problems. I also have a strong interest in research design, measurement, and statistical methodology with a particular focus on multi-level modeling and item response theory.

Blachman, B. & Schatschneider, C, Fletcher, J.M, Francis, D.J., Clonan, S., Shaywitz, B.A., & Shaywitz, S.E. (2004). Effects of Intensive Reading Remediation for Second and Third Graders and a One Year Follow-Up. Journal of Educational Psychology, 96, 444-461.

Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C., & Foorman, B.R. (2004) Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.

Speece, D.L., Ritchey, K.D., Cooper, D.H., Roth, F.P., & Schatschneider, C. (2004). Growth in early reading skills from kindergarten to third grade. Contemporary Educational Psychology, 29, 312-332.

Vellutino, F. & Schatschneider, C. (2004). Experimental and Quasi-Experimental Design in Literacy Research. In N. Duke & M. Mallette (Eds.)Literacy Research Methodologies(pp.114-148). New York: Guilford Press.

Foorman, B.F. & Schatschneider, C. (2003). Measuring teaching practice during reading/language arts instruction and its relation to student achievement. In S. Vaugn & K.L. Briggs (Eds.). Systems for Observing Teaching and Learning (pp. 1-30). Baltimore, MD: Brookes Publishing.

Blachman, B.A., Schatschneider, C., Fletcher, J.M., & Clonan, S.M. (2003). Early reading intervention: A classroom prevention study and a remediation study. In, B.R. Foorman (Ed.). Preventing and remediating reading difficulties: Bringing science to scale.Timonium, MD: York Press.

Cooper, D.H., Roth, F.P., Speece, D.L., and Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23(3), 399-416.

Schatschneider, C., Carlson, C.D. Francis, D.J., Foorman, B.R., & Fletcher, J.M.(2002) Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development: Implications for the Double Deficit Hypothesis. Journal of Learning Disabilities, 35, 245-256.