His primary scientific interests are in Cognitive psychology, Reading, Phonological awareness, Reading comprehension and Cognition. His Cognitive psychology study integrates concerns from other disciplines, such as Construct validity, California Verbal Learning Test and Cognitive style. His Phonological awareness research includes elements of Developmental psychology, Nonverbal communication, Phonology and Pseudoword.
John R. Kirby interconnects Word recognition and Comprehension in the investigation of issues within Reading comprehension. In general Cognition, his work in Need for cognition is often linked to PASS theory of intelligence and Structure linking many areas of study. His study explores the link between Linguistics and topics such as Psycholinguistics that cross with problems in Literacy.
John R. Kirby mainly investigates Reading, Cognitive psychology, Cognition, Developmental psychology and Phonological awareness. His work deals with themes such as Vocabulary and Literacy, which intersect with Reading. His Cognitive psychology research incorporates themes from Verbal learning, Eye movement, Construct validity, Phonology and Psycholinguistics.
In general Cognition study, his work on Intelligence quotient often relates to the realm of PASS theory of intelligence, thereby connecting several areas of interest. His Developmental psychology research is multidisciplinary, incorporating elements of Early reading, Longitudinal study and Primary education. His work carried out in the field of Phonological awareness brings together such families of science as Multilevel model, Metalinguistics, Nonverbal communication and Pseudoword.
His primary areas of study are Reading, Cognitive psychology, Cognition, Reading comprehension and Eye movement. His Reading study focuses on Phonological awareness in particular. He has researched Cognitive psychology in several fields, including Orthography, Word recognition, Pseudoword, Intelligence quotient and Multilevel model.
His Cognition research includes themes of Test, Generative grammar and Quality of life. His Reading comprehension research incorporates elements of Longitudinal study, Developmental psychology, Mathematics education, Fluency and Regression analysis. His study in Eye movement is interdisciplinary in nature, drawing from both Stimulus, Visual perception, Eye tracking and Dyslexia.
Reading, Cognitive psychology, Linguistics, Cognition and Literacy are his primary areas of study. The Reading study combines topics in areas such as Developmental psychology and Vocabulary. The concepts of his Developmental psychology study are interwoven with issues in Construct validity, Construct, Multilevel model and Pseudoword.
His research in Cognitive psychology intersects with topics in Sentence, Orthography, Intelligence quotient and Eye movement. John R. Kirby interconnects Test, Program evaluation and Quality of life in the investigation of issues within Cognition. His Literacy research integrates issues from Natural language processing, Primary education, Orthographic projection, Artificial intelligence and Fluency.
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Assessment of cognitive processes : the PASS theory of intelligence
Jagannath Prasad Das;Jack A. Naglieri;John R. Kirby.
Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development
S. Hélène Deacon;John R. Kirby.
Applied Psycholinguistics (2004)
Naming Speed and Phonological Awareness as Predictors of Reading Development.
John R. Kirby;Rauno K. Parrila;Shannon L. Pfeiffer.
Journal of Educational Psychology (2003)
Simultaneous and successive synthesis: An alternative model for cognitive abilities.
J. P. Das;J. Kirby;R. F. Jarman.
Psychological Bulletin (1975)
The Effects of Morphological Instruction on Literacy Skills A Systematic Review of the Literature
Peter N. Bowers;John R. Kirby;S. Hélène Deacon.
Review of Educational Research (2010)
Simultaneous and successive cognitive processes
L. W. Krywaniuk;J. P. Das;J. R. Kirby;R. F. Jarman.
Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?
Rauno Parrila;John R. Kirby;Lynn McQuarrie.
Scientific Studies of Reading (2004)
Naming Speed and Reading: From Prediction to Instruction
John R. Kirby;George K. Georgiou;Rhonda Martinussen;Rauno Parrila.
Reading Research Quarterly (2010)
Children's Morphological Awareness and Reading Ability.
John R. Kirby;S. Hélène Deacon;Peter N. Bowers;Leah Izenberg.
Reading and Writing (2012)
Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8.
A.A. Roman;J.R. Kirby;R.K. Parrila;L. Wade-Woolley.
Journal of Experimental Child Psychology (2009)
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