Roderick W. Barron

Professor Emeritus
Area: 
Clinical Psychology: Applied Developmental Emphasis
Email: 
rbarron@uoguelph.ca
Phone: 
519-824-4120 ex.56234
Fax: 
519-837-8629
Office/Building: 
Mackinnon Extension

Accepting Graduate Students: 
No
Accepting New Experiential Learning Students: 
No

Professor

I am interested in cognitive, linguistic, and motivational influences on children's acquistion of literacy skill and in developmental reading disorders.

My research deals with the early acquisiton of reading and spelling skill, especially children's knowledge of letters and other sub-word units and their relationship to spoken language.  I also conduct research on developmental reading disorders and on children's motivation for learning to read.  

I retired from the University on January 1, 2016

 

 

 

Education

Ph.D. Ohio State University 1971 

MA Ohio State University 1969

BA Occidental College 1966

 

 

Research

I conduct research on the early acquisiton of reading and spelling skill, especially children's knowledge of letters and other sub-word units and their relationship to spoken language.  I also do research on developmental reading disorders and on children's motivation for learning to read.

Selected Publications

Lovett, M. W., Barron, R. W. & Frijters, J. C. (2012). Word identification difficulties in children and adolescents with reading disabilities: Intervention research findings. In H. L. Swanson, K. Harris & S. Graham (Eds.). Handbook of learning disabilities (2nd Ed. pp. 329-360). New York: Guilford Publications.

Pike, M., Barnes, M. & Barron, R. W. (2010).  The role of illustrations in children’s inferential comprehension. Journal of Experimental Child Psychology, 105, 243-255.

Frijters, J. C., Barron, R. W. & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466-477.

Barron, R. W. (1998). Proto-literate knowledge: Antecedents and influences on phonological awareness and literacy. In C. Hulme & R. M. Joshi (Eds.). Reading and spelling: Development and disorder, (pp. 153-173). Mahwah, N.J.: Lawrence Erlbaum Associates.

Barron, R. W. & Addison, M. The letter-name to letter-sound connection: Two types of letter-name knowledge and the role of phonological awareness (in preparation)

 

I taught undergradute and graduate courses in cognition and developmental psychology until my retirement from the University on January 1, 2016.