Reading, Literacy, Developmental psychology, Vocabulary and Mathematics education are his primary areas of study. The study incorporates disciplines such as Teaching method and Skill development in addition to Reading. His research in Literacy focuses on subjects like Academic achievement, which are connected to Self-control.
The various areas that he examines in his Developmental psychology study include Emergent literacy, Literacy development, Reading comprehension and Early reading. Carol McDonald Connor works mostly in the field of Vocabulary, limiting it down to concerns involving Language development and, occasionally, Audiology, Cochlear implant and Hearing loss. His Mathematics education research is multidisciplinary, incorporating elements of Literacy skill and Pedagogy.
Carol McDonald Connor focuses on Reading, Literacy, Mathematics education, Developmental psychology and Vocabulary. In his study, which falls under the umbrella issue of Reading, Metacognition is strongly linked to Comprehension. Within one scientific family, he focuses on topics pertaining to Context under Literacy, and may sometimes address concerns connected to American English.
The Mathematics education study which covers Professional development that intersects with Dyslexia. His Developmental psychology research incorporates elements of Student engagement and Early reading. In general Vocabulary, his work in Vocabulary development is often linked to Psychological intervention linking many areas of study.
The scientist’s investigation covers issues in Mathematics education, Literacy, Reading, Reading comprehension and Vocabulary. The study incorporates disciplines such as Learning opportunities, Socio-cognitive and Professional development in addition to Mathematics education. His Literacy research incorporates elements of Cognitive development, Transition and Grade retention.
His work deals with themes such as Cognitive psychology, American Sign Language, Fingerspelling and Comprehension, which intersect with Reading. The various areas that he examines in his Reading comprehension study include Gesture and Nonverbal communication. His Vocabulary research integrates issues from Context, Language acquisition, Constructivism, Phonological awareness and Psycholinguistics.
Carol McDonald Connor mainly investigates Vocabulary, Reading, Phonological awareness, Language acquisition and Spoken language. His work in Vocabulary tackles topics such as Reading comprehension which are related to areas like Vocabulary development and Audiology. His research integrates issues of Mathematics education and Comprehension in his study of Reading.
Many of his studies involve connections with topics such as Literacy and Mathematics education. His Phonological awareness research includes elements of American Sign Language and Fingerspelling. His Spoken language research incorporates themes from Cognitive psychology, Universal preschool, Developmental psychology, Latent growth modeling and Sign language.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.
Megan M. McClelland;Claire E. Cameron;Carol Mc Donald Connor;Carrie L. Farris.
Developmental Psychology (2007)
Touch your toes! Developing a direct measure of behavioral regulation in early childhood
Claire E. Cameron Ponitz;Megan M. McClelland;Abigail M. Jewkes;Carol Mc Donald Connor.
Early Childhood Research Quarterly (2008)
Preschool instruction and children's emergent literacy growth
Carol Mc Donald Connor;Frederick J. Morrison;Lisa Slominski.
Journal of Educational Psychology (2006)
The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: is there an added value for early implantation?
Carol Mc Donald Connor;Holly K. Craig;Stephen W. Raudenbush;Krista Heavner.
Ear and Hearing (2006)
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes.
Carol McDonald Connor;Seung Hee Son;Annemarie H. Hindman;Frederick J. Morrison.
Journal of School Psychology (2005)
Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading.
Carol Mc Donald Connor;Frederick J. Morrison;Leslie E. Katch.
Scientific Studies of Reading (2004)
Current state of knowledge: language and literacy of children with hearing impairment.
Mary Pat Moeller;J. Bruce Tomblin;Christine Yoshinaga-Itano;Carol Mc Donald Connor.
Ear and Hearing (2007)
Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development
Carol McDonald Connor;Shayne B. Piasta;Barry J. Fishman;Stephanie Glasney.
Child Development (2009)
Speech, vocabulary, and the education of children using cochlear implants: oral or total communication?
Carol Mc Donald Connor;Sara Hieber;H. Alexander Arts;Teresa A. Zwolan.
Journal of Speech Language and Hearing Research (2000)
EFFECTIVE READING COMPREHENSION INSTRUCTION: EXAMINING CHILD X INSTRUCTION INTERACTIONS
Carol Mc Donald Connor;Frederick J. Morrison;Jocelyn N. Petrella.
Journal of Educational Psychology (2004)
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