Publications (Selected)

Kirby, J. R. & Lawson, M. J. (Eds.) (2012). Enhancing the quality of learning: Dispositions, instruction, and learning processes. New York: Cambridge University Press.

Li, M. & Kirby, J. R. (in press). Unexpected poor comprehenders among adolescent ESL students. Scientific Studies of Reading.

Li, M., Kirby, J. R., & Zhao, W. (2012). English reading in Chinese English-immersion middle school students. International Journal of Education and Culture, 1, 45-54.

Li, M., Cheng, L., & Kirby, J. R. (2012). Phonological awareness as a predictor of listening comprehension for English-Immersion students in China. International Education, 41, 46-65.

Li, M. & Kirby, J. R. (2012). Breadth and depth of vocabulary knowledge in second language reading. In Avery, J. S. & Stewart, M. H. (Eds.), Language learning: New research. Hauppauge, NY: Nova Publishers.

Kirby, J. R. & Bowers, P. N. (2012). Morphology works: Research into practice. What Works: Research into Practice. Research Monograph #41. Literacy and Numeracy Secretariat, Ontario. (available at http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdf)

Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 25, 389-410.

Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L., & Qiang, H. (2012). Cognitive predictors of English reading achievement in Chinese English-immersion students. Reading Psychology, 33, 423-447.

Kirby, J. R., Cain, K., & White, B. (2012). Deeper learning in reading comprehension. In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes. New York: Cambridge University Press.

Georgiou, G. K., Parrila, R., Manolitsis, G., & Kirby, J. R. (2011). Examining the importance of assessing Rapid Automatized Naming (RAN) speed for the identification of children with reading disabilities. Learning Disabilities: A Contemporary Journal, 9, 45-66.

Li, M., Kirby, J. R., & Georgiou, G. (2011). RAN components and reading comprehension in bilingual children. Journal of Research in Reading, 34, 6-22.

Deacon, S. H., Whalen, R. & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children’s reading of morphologically complex words. Applied Psycholinguistics, 32, 467-481.

Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341–362.

Kirby, J. R., Knapper, C., Lamon, P., & Egnatoff, W. J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29, 291-302.

Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144-179.

Deacon, S. H., Campbell, E., Tamminga, M., & Kirby, J. R. (2010). Seeing the harm in harmed and harmful: Morphological processing by children in grades 4, 6, and 8. Applied Psycholinguistics, 31, 759-775.

Bowers, P. N. & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Georgiou, G. K., Parrila, R., & Kirby, J. R. (2009). RAN components and reading development from grade 3 to grade 5: What underlies their relationship? Scientific Studies of Reading, 13, 508-534.

Deacon, S. D., Kirby, J. R. & Bell-Casselman, M. (2009). How robust is the contribution of morphological awareness to general spelling outcomes? Reading Psychology, 30, 301-318.

Kemp, N., Parrila, R. K. & Kirby, J. R. (2009). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15, 105-128.

Kirby, J. R. (2009). Not learning to read: Diversity among children with reading difficulties. In J. Lupart, A. McKeough, M. Porath, L. Phillips & V. Timmons (Eds.), The challenges of student diversity and in Canadian schools: Essays on building a better future for exceptional children. Markham, ON: Fitzhenry & Whiteside.

Deacon, S. H., Wade-Woolley, L. & Kirby, J. R. (2009). Flexibility in young second-language learners: examining the language specificity of orthographic processing. Journal of Research in Reading, 32, 215-229.

Roman, A. A., Kirby, J. R., Parrila, R., Wade-Woolley, L. & Deacon, S. H. (2009). Towards a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113.

Deacon, S. H., Parrila, R. & Kirby, J. R. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In G. Reid, A. Fawcett, F. Manis, & L. Siegel (Eds.), The Sage Handbook of Dyslexia (pp. 212-237). UK: Sage Publications.

Kirby, J. R. & Hogan, B. (2008). Family literacy environment and early literacy development. Exceptionality Education Canada, 18, 112-130.

Georgiou, G. K., Parrila, R., Kirby, J. R., & Stephenson, K. (2008). Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and different reading outcomes. Scientific Studies of Reading, 12, 325-350.

Desrochers, A., Kirby, J. R., & Thompson, G. (2008). Le développement de la lecture orale chez l’enfant. Canadian Psychology, 49, 111-117.

Kirby, J. R. & Savage, R. S. (2008). Can the Simple View deal with the complexities of reading? Literacy, 42, 75-82.

Kirby, J. R., Desrochers, A., Roth, L., & Lai, S. S. Y. (2008). Longitudinal predictors of word reading development. Canadian Psychology, 49, 103-110.

Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behaviour on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24-50..

Kirby, J. R. (2008). Mental representations, cognitive strategies, and individual differences in learning with animation. In R. Lowe and W. Schnotz (Eds.), Learning with animation: Research implications for design. Cambridge, UK: Cambridge University Press.

Kirby, J. R., Silvestri, R., Allingham, B., Parrila, R. & La Fave, C. B. (2008). Learning strategies and study approaches of college and university students with dyslexia. Journal of Learning Disabilities, 41, 85-96

Kirby, J. R. (2007). Reading comprehension: Its nature and development. In Encyclopedia of Language and Literacy Development. Canadian Language and Literacy Research Network, http://www.literacyencyclopedia.ca/.

Kirby, J. R. (2007). Higher education students with reading and writing difficulties. Exceptionality Education Canada, 17, 129-134.

David, D., Wade-Woolley, L., Kirby, J. R. & Smithrim, K. (2007). Rhythm and reading development in school-age children: A longitudinal study. Journal of Research in Reading, 30, 169-183.

Deacon, S. H., Wade-Woolley, L. & Kirby, J. R. (2007). Cross-over: The role of morphological awareness in French immersion children's reading. Developmental Psychology, 43, 732-746.

Deacon, S. H., Parrila, R., & Kirby, J. R. (2006). Processing of derived forms in high-functioning dyslexics. Annals of Dyslexia, 56, 103-128.

Johnston, T. C. & Kirby, J. R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19, 339-361.

Georgiou, G. K., Parrila, R. & Kirby, J. R. (2006). Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 10, 199-220.

Parrila, R. K., Aunola, K., Leskinen, E., Nurmi, J. E. & Kirby, J. R. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299-319.

MacCoubrey, S. J., Wade-Woolley, L., Klinger, D. & Kirby, J. R. (2004). Early identification of at-risk readers in a second language. Canadian Modern Language Review, 61, 11-28.

Delva, M. D., Kirby, J. R., Schultz, K. & Godwin, M. (2004). Assessing the relationship of learning approaches to workplace climate in clerkship and residency. Academic Medicine, 79, 1120-1126.

Schultz, K. W., Kirby, J. R., Delva, D., Godwin, M., Verma, S., Birwhistle, R. & Knapper, C. (2004). Medical students' and residents' preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: A cross-sectional survey. BMC Medical Education, 4:12. (available at http://www.biomedcentral.com/1472-6920/4/12)

Deacon, S. H. & Kirby, J.R. (2004). Morphological: Is it more than phonological? Evaluating the roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238.

Parrila, R., Kirby, J. R. & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development. Scientific Studies of Reading, 8, 3-26.

Evans, C. J., Kirby, J. R. & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73. 507-528.

Kirby, J. R., Parrila, R. & Pfeiffer, S. (2003). Naming speed and phonological processing as predictors of reading development. Journal of Educational Psychology, 95, 453-464.

Kirby, J. R., Knapper, C. K., Evans, C. J., Carty, A. E. & Gadula, C. (2003). Approaches to learning at work and workplace climate. International Journal for Training and Development, 7, 31-52.

Kirby, J. R., Delva, M. D., Knapper, C. K. & Birtwhistle, R. V. (2003). Development of the Approaches to Work and Workplace Climate Questionnaires for Physicians. Evaluation and the Health Professions, 26, 104-121.

Papadopoulos, T. C., Das, J. P., Parrila, R. K. & Kirby, J. R. (2003). Children at-risk for developing reading difficulties: A remediation study. School Psychology International, 24, 340-366.

Delva, M. D., Kirby, J. R., Knapper, C. K. & Birtwhistle, R. V. (2002). Postal survey of approaches to learning among Ontario physicians: Implications for continuing medical education. British Medical Journal, 325, 1218-1222.

Kirby, J. R., Knapper, C. K., Maki, S. A., Egnatoff, W. J. & Van Melle, E. (2002). Computers and students' conceptions of learning: the transition from post-secondary education to the workplace. Educational Technology and Society, 5, 47-53.

Parrila, R. & Kirby, J. R. (2002). Modeling growth in word reading: Using HML to analyse individual differences both in the pattern of growth and performance levels. In X. Ma and L. Hayduk (Eds.), Structural Equation Modeling and Hierarchical Linear Modeling: Communicating Across Fields (pp. 115-137). Edmonton, AB: Population Research Laboratory.

Carson, L., Kirby, J. R. & Hutchinson, N. L. (2000). Phonological processing, family support, and academic self-concept as predictors of early reading. Canadian Journal of Education, 25, 310-327.

Delva, M. D., Woodhouse, R. A., Hains, S., Birtwhistle, R. V., Knapper, C. & Kirby, J. R. (2000). Does PBL matter? Relations between instructional context, learning strategies, and learning outcomes. Advances in Health Sciences Education, 5(3), 167-177.

Hadwin, A. F., Kirby, J. R., & Woodhouse, R. A. (1999). Notetaking and summarization: Individual differences and recall of lecture material. Alberta Journal of Educational Research, 45, 1-17.

Kirby, J. R. & Boulter, D. R. (1999). Spatial ability and transformational geometry. European Journal of Psychology in Education, 14, 283-294.

Kirby, J. R. & Parrila, R. K. (1999). Theory-based prediction of early reading. Alberta Journal of Educational Research, 45, 428-447.

Kirby, J. R. & Parrila, R. K. (1998). What shapes Canadian children? Canadian Journal of Education, 23, 209-215.

Martinussen, R., Kirby, J. R., & Das, J. P. (1998). Instruction in successive and phonological processing to improve the reading acquisition skills of kindergarten children.Developmental Disabilities Bulletin, 26(2), 19-39.

Nagy, P. N. & Kirby, J. R. (1998). Achievement and its correlates. In G. Orpwood (Ed.), Ontario in TIMSS. Toronto: Education Quality and Accountability Office.

Kirby, J. R. (1997). Measuring environment: Meaningful differences in language experience. Canadian Journal of Education, 22, 323-329.

Boden, C. & Kirby, J. R. (1995). Successive processing, phonological coding, and the remediation of reading. Journal of Cognitive Education, 4(2&3), 19-32.

Lanca, M. & Kirby, J. R. (1995). The benefits of verbal and spatial tasks in contour map learning. Cartographic Perspectives, #21, 3-15.

Kirby, J. R. (1995). Intelligence and social policy. Alberta Journal of Educational Research, 41, 322-334.

Kirby, J. R., Booth, C. A., & Das, J. P. (1995). Cognitive processes and IQ in reading disability. Journal of Special Education, 29, 442-456.

Kirby, J. R. (1994). Comprehending and using maps: Are there two modes of map processing? W. Schnotz & R. Kulhavy (Eds.), Comprehension of graphics (pp. 63-76). Amsterdam: Elsevier Science Publishers.

Kirby, J. R. & Woodhouse, R. A. (1994). Measuring and predicting depth of processing in learning. Alberta Journal of Educational Research, 40, 147-161.

Schofield, N. J. & Kirby, J. R. (1994). Position location on a topographical map: Effects of abilities, preferences, and instruction. Cognition and Instruction, 12, 35-60.

Kirby, J. R. (1993). Collaborative and competitive effects of verbal and spatial processes. Learning and Instruction, 3, 201-214.

Das, J. P., Mishra, R. K., & Kirby, J. R. (1993). Cognitive patterns of children with dyslexia: A comparison between groups with high and average nonverbal intelligence. Journal of Learning Disabilities, 27, 235-242, 253.

Das, J. P., Naglieri, J. & Kirby, J. R. (1993). Assessment of cognitive processes: The PASS theory of intelligence. New York: Allyn and Bacon. [1999, Chinese translation; Shanghai: East China Normal University Press]

Stein, B. L. & Kirby, J. R. (1992). The effects of text absent and text present conditions on summarization and recall of text. Journal of Reading Behavior, 24, 217-232.

Kirby, J. R. & Williams, N. H. (1991). Learning problems: A cognitive approach. Toronto, Ontario: Kagan and Woo. [2011, Japanese translation; Tokyo, Japan: The English Agency (Japan) Ltd]