Refereed Journal Articles
Wong, B., & Hoskyn M. (in press) Self-regulation during Persuasive Writing in Fifth Graders: An intervention study. Journal of Contemporary Psychology
Neufeld, P., Hoskyn, M. (2005) Learning Disabilities and the New Reductionism: A Response to Reid and Valle. Journal of Learning Disabilities, 38, 2, 183-187.
Hoskyn, M., & Swanson, H. L. (2003). The relationship between working memory and writing in older and younger adults. Reading and Writing: An Interdisciplinary Journal, 16, 8, 759-784.
Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research and Practice, 16, 2, 109-119.
Hoskyn, M., & Swanson, H. L. (2000). Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review, 29, 1, 102-119.
Swanson, H. L. & Hoskyn, M. (1999). Definition*treatment interactions for students with learning disabilities. School Psychology Review, 28, 4, 644-658.
Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277-321.
Swanson, H. L., O’Shaughnessy, T. E., McMahon, C. M., & Hoskyn, M. (1998). A selective synthesis of single subject design intervention research on students with learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities. Vol 12, (pp. 79-126). Stamford, CT: JAI Press.
Wong, B.W., Hoskyn, M., Graham, L., Bellert,S., & Bernman, F. (in press) The ABC’s of Learning Disabilities (2nd Edition)
Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford Press.
Edited Chapters – Invited
The Prevention Science Perspective in Implementing Instructional Research In Sylvia Rosenfield & Virginia Berninger (Eds) (in press). Translating Science-Supported Instruction into Evidence-based Practices: Understanding and Applying the Implementation Process.
Hoskyn, M., (in press) The development of working memory: Implications for children’s early learning and social communication, Sokol, B., Carpendale, J., & Yeung, A. (Eds.) Social-Regulation: Exploring the Relation between Social Interaction, Social-Cognition, and the Development of Executive Function.
Hoskyn, M. (2004) Language processes and reading disabilities. In B. Wong (ed.), Learning about Learning Disabilities, (3rd edition), San Diego: Elsevier Science.
Refereed Conference Papers
Hoskyn, M., Tzoneva, I., & Young, P., (2005). Individual and age related differences in word identification among young children at-risk for reading disabilities: A role for working memory? Proceedings of Second Early Childhood Education Conference: Burgas, Bulgaria.
Editor of Special Issue – Refereed
Brain imaging and learning disabilities: what have we learned? A proposal for this special issue has been accepted for publication in the Journal of Learning Disabilities (in press)
Leonard, C., Molfese, D., Molfese V., Shankweiler, D., & Berninger, V.W. The Neurobiological Origins of Dyslexia A proposal for this special issue that has been accepted for publication in Developmental Neuropyschology based on the Child Health and Education Symposium held at Harbour Centre, (in press)
Conferences, Workshops and Presentations
Invited Conference Presentations
Hoskyn, M., Moore, D., & Tzoneva, I. (2006). Working memory and multilingual development of Chinese speaking children in early French Immersion programs; submitted to the National Research Council on Child Development to be held in Boston, 2007
September 2005: International Dyslexia Association, Annual Conference Vancouver, B.C. Strategies to support learning for children and adults with memory difficulties.
November 2003: British Columbia/Washington State School Psychological Association Conference. Using the ADOS –Autism Diagnostic Observation Scale to observe communication of children with Autistic Spectrum Disorder
February 2003: Quebec Association for Children with Learning Disabilities, Montreal, Quebec. Working memory and literacy development over the lifespan.
February 2003: Quebec Association for Children with Learning Disabilities, Montreal, Quebec. Early Intervention for Children with Learning Disabilities: A Collaborative Model
Refereed Conference Presentations
August 2006: American Psychological Association 114th Annual Conference, New Orleans, LA. Hoskyn, M & Tzoneva, I. (2006). Mathematical Abilities of Children in Kindergarten: the Role of Working Memory.
July 2006: Institute for Research on Early Education and Child Health: in collaboration with Scientific Studies of Reading Conference and Health and Early Learning Partnership. “Neurobiological and Experiential Dimensions of Dyslexia: Multiple Perspectives” (speakers at this one day symposium: Virginia Berninger, Christiana Leonard, Donald Shankweiler, Tori and Dennis Molfese)
July 2006: Scientific Studies of Reading Annual Conference, Vancouver, B.C. July 5-8, 2006. Phelan, C., & Hoskyn, M. (2006) Working memory and printing: What develops?
July 2005: Jean Piaget Society Annual Convention. Executive function and early literacy development of young children aged 3 and 4 years
November 2004: International Conference on Executive Function and Socialization, Vancouver, B.C. Working memory development in preschool-aged children
July 2004: American Psychological Association Annual Conference, Honolulu, Hawaii. Working memory and emergent writing: What develops?
April 2006: Vancouver School District Professional Development (Speech and Language Pathologists). Working memory and early language development
October 2004: SFU Miniconference for Preschool Educators in British Columbia “Literacy: What Develops?”. Relations between emergent memory and writing for young children aged 3 and 4 years.
Research/Project Funding – Received
2006 – 2008
Development of neurophysiological processes involved in reading among children at-risk for language related reading disabilities: A magnetic source imaging study
Research Grant: Health and Early Learning Partnership ($48,599)
Principal Investigator. Collaborators: Hal Weinberg, Tim Roberts
Intergenerational teaching and learning: Implications for a heritage language immersion program for young children of First Nations origin
Research Grant: Health and Early Learning Partnership ($35,015)
Joint Investigator. Collaborators: Daniele Moore, (Principal Investigator) Margaret MacDonald, (Co-investigator)
2005 – 2007
Literacy of multilingual children in French Immersion programs
Research Grant: SSHRC Official Languages Dissemination Grant ($99,748)
Principal Investigator. Collaboration: Daniele Moore, Diane Dagenais and Eugenie Samier. Daniele and I will be working on several projects related to children’s memory and multilingual development in French, English and Chinese. Diane, Daniele and to a lesser extent me, will be working on a project that examines whether language awareness activities improves children’s multilingual development. Eugenie will be helping us to formulate our research findings into a paper that has implications for policy.
2003 – 2007
Working memory development for children at-risk for writing disabilities.
Research Grant: SSHRC Standard Research Grant ($153,000)
2005 – 2006
Early Child Health and Education: An Interdisciplinary Journal is a bilingual (French-English), opensource, online journal developed to support our Institute for Research on Early Education and Child Health
SFU Serial Publications Fund ($13,942).
Principal Investigator. Collaboration: Daniele Moore, Paul Neufeld and Roz Stooke are also editors of this bilingual (French-English) journal.
2005 – 2006
Preschool literacy environments: A comparison of skills based, cognitive oriented, and social development approaches.
Research Grant: Discovery Parks Grant ($9,000.00)
Joint Investigator. Collaboration: This project was a collaboration to support a study that was of mutual interest to Paul Neufeld and to Robin Cull-Hewitt, an SFU doctoral student.
2003 – 2004
Relations Between Working Memory and Emergent Writing
Internal & External Research Grant ($9,493.53)
2001 – 2003
Cognition and early literacy development
Research Grant ($10,000)
2001 – 2003
Memory and language processes among children with Fragile-X syndrome
Internal/External Research Grant: ($4,900)