Gina Harrison

• Cognitive and linguistic aspects of reading and writing

• Spelling and writing difficulties: Writing disorders

• Learning disabilities: Assessment and intervention

• School Psychology: Professional practice

• Special Education service delivery

Dr. Harrison's research examines the cognitive and linguistic aspects of reading and writing in children and adults, as well as the effective assessment and identification of literacy-based learning difficulties. Translating this research into beneficial instructional and intervention strategies for children, youth, and adults with special needs is a main focus. Dr. Harrison's research is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) and by the National Centres of Excellence (CLLRNet).

Current research projects examine:

• The development of writing in relation to reading and oral English proficiency in children learning English as a second language
• Literacy development in children with communication disorders
• The merits of extended time for writing as an accommodation for students with learning disabilities

• ED-D415 - Level B Assessment and Instructional Programming
• ED-D420 - Learning Support: Context and Key Issues
• ED-D421 - Recognition and Assessment of Learning Needs
• ED-D508 - Theories of Learning in Educational Psychology
• ED-D515 - Advanced Assessment in Special Education
• ED-D516 - Advanced Intervention in Special Education

The following is an abbreviated list. Throughout, bolded names represent graduate student co-authors.

Articles Published in Refereed Journals (International and National)

Harrison, G. L., Ogle, K., & Keilty, M. (2013). Linguistic, reading, and transcription influences on kindergarten writing in children with English as a second language. Journal of Writing Research, 5(1), 61-87. (Blind Peer-Reviewed, International).

Beckenson, E. M., Holland, S. C., Kubas, H. A., Fitzer, K. R., Wilcox, G., Carmichael, J. A., Fraccaro, R. L., Smith, A., Macoun, S. J., Harrison, G. L., & Hale, J. B. (2013).  Psychosocial and adaptive deficits associated with learning disability subtypes. Journal of Learning Disabilities, doi: 10.1177/0022219413511861. (Blind Peer-Reviewed, International).

Harrison, G. L., Ogle, K., & Keilty, M. [1](2011). The reliability of the OWLS Written Expression Scale with ESL kindergarten students. Canadian Journal of School Psychology, 26, 319-328.

Milford, T. & Harrison, G. L. (2010).  Using the “PLEASE” strategy with a struggling middle school writer with a disability. Intervention in School and Clinic, 45, 326-332.

Harrison, G. L. (2009). The component reading and writing skills of at-risk undergraduates with writing difficulties. Learning Disabilities: A Contemporary Journal, 7(2), 59-72. 

Harrison, G. L. & Krol, L. (2007).  The relationship between L1 and L2 word-level reading and phonological processing in ESL adults.  Journal of Research in Reading, 30, 379-393.

Harrison, G. L. & Beres, D. (2007). The writing strategies of post-secondary students with writing difficulties.  Exceptionality Education Canada, 17, 221-242.

Harrison, G. L. (2005).  A review of the Early Reading Diagnostic Assessment-Second edition.  Canadian Journal of School Psychology, 20, 111-116.

Harrison, G. L. (2005).  The spelling strategies of students with varying graphophonemic skills: Implications to instruction and intervention.  Exceptionality Education Canada, 15, 57-76. 

Harrison, G. L. (2004).  Differential use of orthographic and phonological coding strategies by students with symmetrical and asymmetrical reading and spelling skills.  Canadian Journal of School Psychology, 19, 33-57.

Refereed Books and Chapters

Ormrod, J., Saklofske, D.H., Schwean, V. L., Harrison, G. L., & Andrews, J. (2005). Educational psychology:  Developing learners-First Canadian edition. Toronto, ON:  Pearson.

Saklofske, D. H., Schwean, V. L., Harrison, G. L., & Mureika, J. (2006).  School psychology in Canada.  In Jimmerson, S. R., Oakland, T. D., and Farrell, P. (Eds.), The handbook of international school psychology (pp. 39-51).Thousand Oaks, CA:  Sage.

Harrison, G.L. (2005).  Child presenting with a reading and written expression disorder.  In the WISC-IV Technical and Interpretive Manual, Canadian Edition (pp. 118-123).  Toronto: Harcourt Assessment, The Psychological Corporation.

Baker-Sennett, J.  & Harrison, G.L. (1996).  A sociocultural perspective on inclusive elementary education:  Teaching and learning in the zone of proximal development.  In J. Andrews (ed.), Teaching Students with Diverse Needs (pp. 201-224).  Scarborough, ON:  Nelson.

Professional Publications

Harrison, G. L. (2005).  Written expression instruction.  In Teaching students with reading difficulties and disabilities: A guide for educators (pp. 46-54). Saskatchewan Learning.

Harrison, G., Andrews, J. & Saklofske, D. (2003).  Current perspectives on cognitive and learning styles.  Education Canada, 43(2), 44-47.