Jan Frijters
Brock University, Child and Youth Studies, Faculty Member
- Reading, Developmental Psychology, Dyslexia, Motivation (Psychology), Clinical Outcomes, Child and Youth Studies, and 8 moreResearch Methodology, Quantitative Methods, Growth Curve Modelling, Structural Equation Modeling, Structural Equation Modelling, SEM, Developmental dyslexia, and Developmental Neuropsychologyedit
This paper describes a new automated disengagement tracking system (DTS) that detects learners’ maladaptive behaviors, e.g. mind-wandering and impetuous responding, in an intelligent tutoring system (ITS), called AutoTutor. AutoTutor is a... more
This paper describes a new automated disengagement tracking system (DTS) that detects learners’ maladaptive behaviors, e.g. mind-wandering and impetuous responding, in an intelligent tutoring system (ITS), called AutoTutor. AutoTutor is a conversation-based intelligent tutoring system designed to help adult literacy learners improve their reading comprehension skills. Learners interact with two computer agents in natural language in 30 lessons focusing on word knowledge, sentence processing, text comprehension, and digital literacy. Each lesson has one to three dozen questions to assess and enhance learning. DTS automatically retrieves and aggregates a learner's response accuracies and time on the first three to five questions in a lesson, as a baseline performance for the lesson when they are presumably engaged, and then detects disengagement by observing if the learner's following performance significantly deviates from the baseline. DTS is computed with an unsupervised le...
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A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. To do this, researchers must identify the learning patterns exhibited by those... more
A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. To do this, researchers must identify the learning patterns exhibited by those interacting with the system. In the present work, we use clustering analysis to capture learning patterns in over 250 adults who used the ITS, CSAL (Center for the Study of Adult Literacy) AutoTutor, to gain reading comprehension skills. AutoTutor has conversational agentsth at teach literacy adults with low literacy skills comprehension strategies in 35 lessons. These comprehension strategies align with one or more of the following levels specified in the Graesser-McNamara theoretical framework of comprehension: word, textbase, situation model and rhetorical structure. We used the adult learners’ average response times per question and performance across lessons to cluster the students’ learning behavior. Performance was measured as the proportion of 3-...
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Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a... more
Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, KBIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required. Intellige...
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Classic linguistic theory ascribes language change and diversity to population migrations, conquests, and geographical isolation, with the assumption that human populations have equivalent language processing abilities. We hypothesize... more
Classic linguistic theory ascribes language change and diversity to population migrations, conquests, and geographical isolation, with the assumption that human populations have equivalent language processing abilities. We hypothesize that spectral and temporal characteristics make some consonant manners vulnerable to differences in temporal precision associated with specific population allele frequencies. To test this hypothesis, we modelled association between RU1-1 alleles of DCDC2 and manner of articulation in 51 populations spanning five continents, and adjusting for geographical proximity, and genetic and linguistic relatedness. RU1-1 alleles, acting through increased expression of DCDC2 , appear to increase auditory processing precision that enhances stop-consonant discrimination, favouring retention in some populations and loss by others. These findings enhance classical linguistic theories by adding a genetic dimension, which until recently, has not been considered to be a ...
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Research Interests: Psychology and Literacy
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Abstract Literacy success is co-determined by skill and motivation, with early school success predicting long term achievement. Despite numerous assessments for early literacy skills, few validated and efficient measures are available for... more
Abstract Literacy success is co-determined by skill and motivation, with early school success predicting long term achievement. Despite numerous assessments for early literacy skills, few validated and efficient measures are available for early literacy motivation. To assess the viability of measuring students’ literacy motivation before any formal instruction, we developed and validated the Survey of Early Literacy Motivation (SELM). 1171 Norwegian first-grade students were assessed in their first month of school. Competing factor models provided support for two overall dimensions: self-beliefs and interest. Self-belief was further composed of self-concept and self-efficacy; interest was unidimensional. The structure was found to be invariant across skill level and gender. A cross-validation, on an independent sample drawn from the sample population (n = 5,759), confirmed the model was well specified. Correlations with validation variables also provided evidence of validity. This work adds to the field by addressing a lack of multidimensional and culturally situated motivation instruments appropriate for young students. Students were found capable of self-reporting on their literacy motivation prior to formal instruction. The brief (12 item) and electronic format of the scale makes it feasible as a screening tool. Theoretical and classroom implications are also discussed.
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To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years... more
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children's behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children rec...
Research Interests: Psychology, Dyslexia, Medicine, Comorbidity, Learning Disabilities, and 15 moreReading Disability, Humans, Child, Placebo, Female, Male, Learning Disability, Remedial Education, Methylphenidate, Remedial Teaching, Reading Process, Combined Modality Therapy, Attention deficit disorder with hyperactivity, Attention deficit hyperactivity disorder, and Central nervous system stimulants
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... Correspondence concerning this article should be addressed to Jan C. Frijters or Roderick W. Barron, Department of Psychology, University of Guelph, Guelph, Ontario NIG 2W1 Canada. ... (1995) but it was in a subsequent study by... more
... Correspondence concerning this article should be addressed to Jan C. Frijters or Roderick W. Barron, Department of Psychology, University of Guelph, Guelph, Ontario NIG 2W1 Canada. ... (1995) but it was in a subsequent study by Lonigan, Dyer, and Anthony (1996). ...
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Across multiple schools in three sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered... more
Across multiple schools in three sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the Triple-Focus Program (PHAST + RAVE-O), and 47 were control participants. Change during intervention and 1-3 years later (6-8 testing points), and the influence of individual differences in predicting outcomes, were assessed using reading and reading-related repeated measures. Intervention children out-performed control children at posttest on all 14 outcomes, with average effect sizes (Cohen’s d) on standardized measures of .80 and on experimental measures of 1.69. On foundational word reading skills (standardized measures), children who received intervention earlier, in 1st and 2nd grade, made gains relative to controls almost twice that of children receiving intervention in 3rd grade. At follow-up, the advantage of 1st grade intervention was even clearer: First graders continued to grow at faster rates over the follow-up years than 2nd graders on six of eight key reading outcomes. For some outcomes with metalinguistic demands beyond the phonological, however, a posttest advantage was revealed for 2nd grade Triple participants and for 3rd grade Triple participants relative to controls. Estimated IQ predicted growth during intervention on seven of eight outcomes. Growth during follow-up was predicted by vocabulary and visual sequential memory. These findings provide evidence on the importance of early intensive evidence-based intervention for reading problems in the primary grades.
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Objective: To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Method: Sixty-five... more
Objective: To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Method: Sixty-five children (7-11 years) were randomized to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo.
Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction over ten weeks, taught by a trained teacher in a separate school classroom, in small matched groups of two to three. Children’s behaviour and reading abilities were assessed before and after intervention. Results: Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral
symptoms (reported by classroom teachers), but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Conclusions: Intensive reading instruction,
regardless of treatment with stimulant medication may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction over ten weeks, taught by a trained teacher in a separate school classroom, in small matched groups of two to three. Children’s behaviour and reading abilities were assessed before and after intervention. Results: Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral
symptoms (reported by classroom teachers), but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Conclusions: Intensive reading instruction,
regardless of treatment with stimulant medication may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
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This paper presents data from the Program for the International Assessment of Adult Competencies with a focus on the interrelationships among health information seeking behavior (HISB), and health status or use of preventive health... more
This paper presents data from the Program for the International Assessment of Adult Competencies with a focus on the interrelationships among health information seeking behavior (HISB), and health status or use of preventive health measures for U.S. adults both with and without a high school diploma. Key results of ordinal and binary logistic regression analyses indicated that, after controlling for demographic factors, (1) adults with a high school diploma use more text-based health information sources while adults without a high school diploma use more oral sources, (2) using the Internet as a source of health information is more strongly related to reporting excellent/very good health status than having a high school diploma, (3) those without a high school diploma who use the Internet report the largest increase in health status over any other health information source, and (4) for those with learning disability or vision problem, a high facility in reading English is an important predictor of whether the Internet is used as a health information source. The Internet appears to play a key role in both enhancing health status and enabling use of preventive measures for those with and without a high school diploma; although, individuals without a high school diploma who use the Internet for health information derive substantial benefit in health status.
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Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing... more
Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.
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This study explored the influence of an excessively challenging reading task on middle school students’ motivation, attributions for failure, and persistence. In particular, the authors considered the possibility that relative topic... more
This study explored the influence of an excessively challenging reading task on middle school students’ motivation, attributions for failure, and persistence. In particular, the authors considered the possibility that relative topic interest might function as a buffer against the negative outcomes of excessive challenge. Students ranging from 10 to 14 years of age read a passage that was well beyond their current reading ability under 2 matched experimental conditions: high relative topic interest and low relative topic interest. Higher relative interest in the story topic buffered some of the negative influences of excessive challenge, sustaining interest/enjoyment of the task, and was related to fewer attributions for difficulty to any cause and persistence with the task.
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Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of... more
Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on self-report measures, warranting a move toward alternative approaches. This review critiques self-report methodology as a basis for examining alternative conceptualizations of motivation (e.g., phenomenological, neuropsychological/physiological, and behavioral) and related measurement tools. Future directions in motivational methodology are addressed, including attempts at integration or combination of these approaches and a preliminary functional framework for the development of novel, multidimensional approaches to the study of motivation.
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Research Interests: Discourse Analysis, Phonology, Phonetics, Pragmatics, Semantics, and 18 moreSociolinguistics, Phonological Awareness, TESOL, Syntax, Applied Linguistics, Metacognition, Reading, Writing, Morphology, Cognitive Linguistics, English Grammar, ESP, Dyslexia, Learning Disabilities, Direct Instruction, Research Writing, Arabic-English translation, and Reading Intervention
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In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are... more
In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding strategies were emphasized. Teachers provided high positive ratings regarding the usefulness of the training, and attributed to the training an increased sense of efficacy in improving student outcomes and understanding reading problems. A comparison of student outcomes for teachers’ first and subsequent classes suggested that the professional development model promotes better outcomes on more complex skills.
Research Interests: Dyslexia and Instruction
Externalizing, or separating the person from his/her problem-saturated story, is a central approach in narrative therapy. Michael White, one of the therapy’s founders, lately revised his map of the externalizing process in therapy... more
Externalizing, or separating the person from his/her problem-saturated story, is a central approach in narrative therapy. Michael White, one of the therapy’s founders, lately revised his map of the externalizing process in therapy according to Vygotskian theory. In this study we sought to determine whether White’s proposed process was evident in therapy sessions. Sequential analysis indicated that therapists scaffolded children’s responses according to White’s map, and therapists’ and children’s utterances tended to advance across the levels of the map over the course of a session, indicating that White’s model of narrative therapy matched the therapy’s empirical process.
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This study investigated rapid automatized naming and effects of stimulant medication in school-age children with attention-deficit/hyperactivity disorder (ADHD) with and without concurrent reading disorder (RD). Two ADHD groups (67 ADHD... more
This study investigated rapid automatized naming and effects of stimulant medication in school-age children with attention-deficit/hyperactivity disorder (ADHD) with and without concurrent reading disorder (RD). Two ADHD groups (67 ADHD only; 21 ADHD + RD) and a control group of 27 healthy age-matched peers were compared on four variables: color naming speed, letter naming speed, phonologic decoding, and arithmetic computation. Discriminant function analysis (DFA) was conducted to predict group membership. The four variables loaded onto two discriminant functions with good specificity: phonologic decoding, letter naming speed, and arithmetic defined the first function; color naming speed defined the second function. Both ADHD groups were significantly slower in color naming than controls, but did not differ from one another. DFA correctly classified 96% of the control group, 91% of ADHD + RD, and 82% of ADHD only. A subset of children in the ADHD groups participated subsequently in an acute, randomized, placebo-controlled, crossover trial with three single doses (10, 25, 20 mg) of methylphenidate. Methylphenidate selectively improved color-naming speed but had no effect on the speed of naming letters or digits. These findings challenge the tenet that naming speed deficits are specific to RD and implicate naming speed deficits associated with effortful semantic processing in ADHD, which are improved but not normalized by stimulant medication.