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Dina Moore

moore

Assistant Professor

Ph.D., University of Connecticut, Storrs, CT

Email: moored14@southernct.edu

Phone: (203) 392-6860

Click here to see lab webpage

Research Interests:

Reading skill in college-aged students; literacy development in children; neurobiological bases of reading, reading acquisition, and reading disorders

Recent Publications:

Irwin, J.R. and Moore, D.L. (2014) Preparing children for reading success: Hands-on activities for caregivers, educators, and librarians. Rowman and Littlefield Press: Lanham, MD.

Irwin, J.R., Moore, D.L., Tornatore, L.A., & Fowler, A.E. (2012). Expanding on early literacy: Promoting emerging language and literacy during storytime. Children & Libraries: The Journal of the Association for Library Service to Children, 10, 20-23.

Pugh, K.R., Sandak, R., Frost, S.J., Moore, D.L., & Mencl, W.E. (2006). Examining reading development and reading disability in diverse languages and cultures: Potential contributions from functional neuroimaging. Journal of American Indian Education, 45, 60-76.

Pugh, K.R., Sandak, R., Frost, S.J., Moore, D.L., & Mencl, W.E. (2006). Neurobiological investigations of skilled and impaired reading. In D.K. Dickinson & S.B. Neuman (Eds.). Handbook of Early Literacy Research. New York: Guilford.

Pugh, K. R., Sandak, R., Frost, S. J., Moore, D.L., Rueckl, J. G., & Mencl, W. E. (2006). Neurobiological studies of skilled and impaired reading: A work in progress. In G. D. Rosen (Ed.). The Dyslexic Brain: New Pathways in Neuroscience Discovery. New Jersey: Erlbaum.

Pugh, K. R., Frost, S. J., Sandak, R., Gillis, M., Moore, D.L., Jenner, A. R., & Mencl, W. E. (2006). What does reading have to tell us about writing: Preliminary questions and methodological challenges in examining the neurobiological foundations of writing and writing disabilities. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.). Handbook of Writing Research. New York: Guilford.

Pugh, K. P., Sandak, R., Frost, S. J., Moore, D.L., & Mencl, W. E. (2005). Examining reading development and reading disability in English Language Learners: Potential contributions from functional neuroimaging. Learning Disabilities Research & Practice, 20, 24-30.

Frost, S.J., Mencl, W.E., Sandak, R., Moore, D.L., Rueckl, J.G., Katz, L., Fulbright, R., & Pugh, K.R. (2005). A functional magnetic resonance imaging study of the tradeoff between semantics and phonology in reading aloud. Neuroreport, 16, 621-624.

Sandak, R., Mencl, W.E., Frost, S.J., Rueckl, J.G., Katz, L, Moore, D.L., Mason, S.A., Fulbright, R., Constable, R.T., & Pugh, K.R. (2004). The neurobiology of adaptive learning in reading: A contrast of different training conditions. Cognitive, Affective, & Behavioral Neuroscience, 4, 67-88.

 

Recent Conference Presentations:

Brancazio, L. & Moore, D.L., Tyska, K.L.; Cosgrove, D.R.; Burke, S.M.; Demartino, K.E. & Irwin, J. (2015). McGurk-like effects of subtle audiovisual mismatch in speech perception. Poster presented at the 27th Annual Meeting of the Association for Psychological Science, May, New York, New York.

Moore, D.L. & Brancazio, L. (2015).Print decoding skills of college students predict academic success. Poster presented at the 27th Annual Meeting of the Association for Psychological Science, May, New York, New York.

Cicero Durwin, C., & Moore, D. (2014, April). Investigating an in-school word-families flashcard intervention to facilitate word recognition in kindergarteners. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Cisero Durwin, C. & Moore, D. L. (2012). Using color-coded word families flashcards to facilitate word recognition in kindergartners. Poster presented at the Annual Meeting of the Eastern Psychological Association, March, Pittsburgh, Pennsylvania.

Cisero Durwin, C. & Moore, D.L. (2010). Can word-families flashcards facilitate acquisition of word recognition skills in kindergarteners? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.