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Stephen T. Peverly

Affiliations: 
Columbia University, New York, NY 
Area:
Educational Psychology Education, Mathematics Education
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Parents

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Children

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Kathleen R. Kitzen grad student 2001 Columbia
Lynn R. Schechter grad student 2001 Columbia
Sharon H. Spotnitz grad student 2001 Columbia
Georgene Feldman grad student 2002 Columbia
Catherine A. LeBlanc grad student 2003 Columbia
Kimberly H. Lemite grad student 2003 Columbia
Elisa Mambrino grad student 2003 Columbia
Cindy A. Brown grad student 2005 Columbia
Suhong Chen grad student 2005 Columbia
Ray R. Shaw grad student 2007 Columbia
Olufunmilayo F. Akintayo grad student 2008 Columbia
Moona Alidoost grad student 2011 Columbia
Lindsay Reddington grad student 2011 Columbia
Pooja C. Vekaria grad student 2011 Columbia
Jessica Gleason grad student 2012 Columbia
Kamauru R. Johnson grad student 2012 Columbia
Elizabeth Belanfante grad student 2013 Columbia
Christina S. Laitner grad student 2013 Columbia
Lisa M. Oefinger grad student 2014 Columbia

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Publications

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Oefinger LM, Peverly ST. (2020) The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities. Journal of Learning Disabilities. 22219419897268
Hardy LM, Banker S, Tomb M, et al. (2019) Phonological memory problems are magnified in children from language minority homes when predicting reading disability. Journal of Child Language. 1-15
Patwa SS, Peverly ST, Maykel C, et al. (2019) Roles for school psychologists in the challenging Indian education landscape International Journal of School & Educational Psychology. 7: 94-101
Vekaria PC, Peverly ST. (2018) Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder Reading and Writing. 31: 1551-1573
Richards T, Peverly S, Wolf A, et al. (2016) Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings. Trends in Neuroscience and Education. 5: 146-155
Thompson R, Tanimoto S, Abbott R, et al. (2016) Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities. Assistive Technology : the Official Journal of Resna
Richards T, Peverly S, Wolf A, et al. (2016) Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings Trends in Neuroscience and Education. 5: 146-155
Reddington LA, Peverly ST, Block CJ. (2015) An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking Reading and Writing. 28: 1155-1185
Peverly ST, Garner JK, Vekaria PC. (2014) Both handwriting speed and selective attention are important to lecture note-taking Reading and Writing. 27: 1-30
Perin D, Bork RH, Peverly ST, et al. (2013) A Contextualized Curricular Supplement for Developmental Reading and Writing Journal of College Reading and Learning. 43: 8-38
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