Jan Frijters, Ph.D.
Faculty of Social Sciences - Child and Youth Studies
Jan Frijters, Ph.D.
CRN - 339
Phone (905) 688-5550, ext. 4219
Dr. Frijters is an Applied Developmental Psychologist with an interest in the role that motivational, volitional, and relationship factors have in children's learning. My specific research interests lie in the interface between academic skills and non-cognitive determinants of skill growth. This work extends into the area of learning disabilities, investigating how children's motivation, self-regulatory skills and alliance with remedial teachers help them benefit from remedial reading instruction. Conducted at the Hospital for Sick Children within the Learning Disabilities Reading Project of Maureen W. Lovett, this work is part of ongoing collaboration with school boards throughout Ontario and academic partners at Georgia State and Tufts Universities. I also have a passion for quantitative research methods, especially for techniques such as multilevel modeling, person-centred, and structural approaches that can help sort out how developmental processes unfold over time and within specific learning contexts. Another research interest is currently developing along different lines, reading the aesthetic and cinematic constructions of children and youth.
- Interest and motivation and their relationship to reading development
- Instructional features and optimal response to remediation or assistance
- Research methods and quantitative models in developmental research
- Human growth curve and latent growth modeling of developmental function
Representative Sample of Scholarly Acheivements:
Frijters, J. C., Lovett, M. W., Steinbach, K. A., Wolf, M., Sevcik, R. A., & Morris, R. D. (In Press). Neurocognitive predictors of reading outcomes for children with reading disabilities. Journal of Learning Disabilities.
Fulmer, S., & Frijters, J. C. (In press). Motivational consequences of excessive reading challenge: The buffering role of topic interest. Journal of Experimental Education
Morris, R. D., Lovett, M. W., Wolf, M. Sevcik, R. A., Steinbach, K. A., Frijters, J. C., & Shapiro, M. (In press). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, SES, and Race as Factors on Remedial Outcome. Journal of Learning Disabilities.
Fulmer, S. & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246.
Skott-Myhre, H. & Frijters, J. C. (2007). Tramps and nomads: Figures of youth in flight in Charlie Chaplin’s Modern Times. Young: The Nordic Journal of Youth Research, 15(2), 115-128.
Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Child interest and home literacy as sources of literacy experience: direct and mediated influences on letter-name and -sound knowledge and oral Vocabulary. Journal of Educational Psychology, 92(3), 466-477.
Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., & De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92(2), 263-283.