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Jo-Anne LeFevre

Jo-Anne LeFevre

D-Index & Metrics

Psychology

D-Index
48
Citations
17520
World Ranking
5798
National Ranking
398

Overview

Jo-Anne LeFevre is affiliated with Carleton University in Canada. Their research spans multiple fields, primarily focusing on social sciences, mathematics, and psychology. Within these broad disciplines, they have contributed extensively to education, statistics and probability, developmental and educational psychology, experimental and cognitive psychology, and psychiatry and mental health.

Their work touches on a range of interconnected topics, including cognitive and developmental aspects of mathematical skills, reading and literacy development, mathematics education and teaching techniques, parental involvement in education, early childhood education and development, education achievement and giftedness, and child development related to digital technology.

Jo-Anne LeFevre has published research in several academic venues. Frequent publication outlets include the Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, Journal of Numerical Cognition, Child Development, Cognitive Development, and the Journal of Experimental Child Psychology.

They have collaborated regularly with several coauthors, including Sabrina Di Lonardo Burr, Chang Xu, Heather Douglas, María Inés Susperreguy, and Sheri-Lynn Skwarchuk.

Examples of recent papers authored or coauthored by Jo-Anne LeFevre are:

  • Children's Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten, 2020, Child Development
  • The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners, 2021, Journal of Educational Psychology
  • Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status, 2021, Frontiers in Psychology
  • Responsive home numeracy as children progress from kindergarten through Grade 1, 2020, Early Childhood Research Quarterly
  • Children's Knowledge of Symbolic Number in Grades 1 and 2: Integration of Associations, 2020, Child Development

Best Publications

  • Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study

    Monique Sénéchal;Jo-Anne LeFevre

  • Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

    Monique Sénéchal;Jo-Anne Lefevre;Eleanor M. Thomas;Karen E. Daley

  • Pathways to mathematics: longitudinal predictors of performance.

    Jo-Anne LeFevre;Lisa A. Fast;Sheri-Lynn Skwarchuk;Brenda L. Smith-Chant

  • The role of working memory in mental arithmetic

    Diana DeStefano;Jo‐Anne LeFevre

  • Home numeracy experiences and children’s math performance in the early school years.

    Jo-Anne LeFevre;Sheri-Lynn Skwarchuk;Brenda L. Smith-Chant;Lisa Fast

  • Cognitive load in hypertext reading: A review

    Diana DeStefano;Jo-Anne LeFevre

  • Knowledge of storybooks as a predictor of young children's vocabulary.

    Monique Sénéchal;Jo-Anne LeFevre;Ernie Hudson;E. Penelope Lawson

  • Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model.

    Sheri-Lynn Skwarchuk;Carla Sowinski;Jo-Anne LeFevre

  • Selection of Procedures in Mental Addition: Reassessing the Problem Size Effect in Adults

    Jo-Anne LeFevre;Gregory S. Sadesky;Jeffrey Bisanz

  • Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading.

    Monique Sénéchal;Jo-Anne LeFevre

  • On refining theoretical models of emergent literacy: The role of empirical evidence.

    Monique Sénéchal;Jo-Anne LeFevre;Brenda L Smith-Chant;Karen V Colton

  • Multiple routes to solution of single-digit multiplication problems.

    Jo-Anne LeFevre;Jeffrey Bisanz;Karen E. Daley;Lisa Buffone

  • Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children

    Jo‐Anne LeFevre;Eleoussa Polyzoi;Sheri‐Lynn Skwarchuk;Lisa Fast

  • Storybook reading and parent teaching: links to language and literacy development.

    Monique Senechal;Jo-Anne LeFevre

  • The Development of Procedural and Conceptual Knowledge in Computational Estimation.

    Jo-Anne LeFevre;Stephanie L. Greenham;Nausheen Waheed

  • Word Knowledge and Working Memory as Predictors of Reading Skill.

    Peter Dixon;Jo-Anne LeFevre;Leslie C. Twilley

  • Do Written Instructions Need Examples

    Jo-Anne LeFevre;Peter Dixon

  • Cognitive arithmetic: Evidence for obligatory activation of arithmetic facts

    Jo-Anne Lefevre;Jeffrey Bisanz;Linda Mrkonjic

  • Phonological and visual working memory in mental addition.

    Patricia L. Trbovich;Jo-Anne LeFevre

  • What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2

    Jo-Anne LeFevre;Brenda L. Smith-Chant;Lisa Fast;Sheri-Lynn Skwarchuk

Frequent Co-Authors

Jeffrey Bisanz
Jeffrey Bisanz University of Alberta
Monique Sénéchal
Monique Sénéchal Carleton University
Robert West
Robert West DePauw University

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