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Alison M. Mitchell, Ph.D.

Affiliations: 
2012 Psychology University of Rhode Island, Providence, RI, United States 
Area:
Developmental Psychology, Reading Education, Educational Psychology Education
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Susan A. Brady grad student 2012 University of Rhode Island
 (An analysis of the development of morphological knowledge of elementary school students.)

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Goodwin AP, Petscher Y, Carlisle JF, et al. (2017) Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers. Journal of Research in Reading. 40: 91-117
Loftus-Rattan SM, Mitchell AM, Coyne MD. (2016) Direct vocabulary instruction in preschool: A comparison of extended instruction, embedded instruction, and incidental exposure Elementary School Journal. 116: 391-410
Petscher Y, Mitchell AM, Foorman BR. (2015) Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary. Reading and Writing. 28: 31-56
Foorman BR, Herrera S, Petscher Y, et al. (2015) The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2. Reading and Writing. 28: 655-681
Foorman BR, Koon S, Petscher Y, et al. (2015) Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Journal of Educational Psychology. 107: 884-899
Foorman BR, Herrera S, Petscher Y, et al. (2015) The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2 Reading and Writing
Mitchell AM, Brady SA. (2014) Assessing affix knowledge using both pseudoword and real-word measures Topics in Language Disorders. 34: 210-227
Mitchell AM, Brady SA. (2013) The effect of vocabulary knowledge on novel word identification. Annals of Dyslexia. 63: 201-16
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