NAME, DEPARTMENT:
Cheryl Cisero Durwin, Psychology
JOURNAL ARTICLES
PUBLISHED:
Cisero, C. A. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), 231-236.
Cisero, C. A. & Sherman, W. M. (2006). Does instructor’s choice of textbook make a difference in students’ comprehension? Manuscript accepted for publication in College Teaching.
Cisero, C. A., Royer, J. M., Marchant, H. G., & Jackson, S. J. (1997). Can the Computer-based Academic Assessment System (CAAS) be used to diagnose reading disability in college students? Journal of Educational Psychology, 89(4), 599-620.
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.
Royer, J. M., Cisero, C. A., & Carlo, M. S. (1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63(2), 201-243.
Royer, J. M., Carlo, M. S., & Cisero, C. A. (1992). School-based uses for the Sentence Verification Technique for measuring listening and reading comprehension. Psychological Test Bulletin, 5(1), 5-19.
CONFERENCE PAPERS ORALLY
DELIVERED:
Cisero, C. A., & Sherman, W. M. (2004, October). Does the textbook instructors use make a
difference in students’ comprehension? Annual
Northeast Conference for Teachers of Psychology,
Cisero, C. A. (2002, November).
Does reflective journal writing improve
performance in an Educational Psychology course? Annual
Northeast Conference for Teachers of Psychology,
Evans, T. L., & Cisero,
C. A. (2002, October). Does
exposure to classical music in school improve achievement of young adolescents?: A test of the “Mozart Effect.” Annual
meeting of the New England Psychological Association,
Cisero, C. A. (2001, April). Can the Computer-based Academic Assessment System (CAAS) Be Used for
Early Screening of
Cisero, C. A. (1999, June). The CAAS System: An alternative approach to
diagnosing reading disability in elementary school children. 7th Biennial Conference on Community Research and Action,
Cisero, C. A., & Royer, J. M. (1997, March). Evidence for phonological
deficits and orthographic skill in disabled college readers. Annual meeting of the Society for the Scientific Study of Reading,
Royer, J. M., Cisero, C. A., & Tronsky, L. (1997, March). Word fluency training in severe dyslexic readers transfers to higher
level reading skills. Annual meeting of the Society for
the Scientific Study of Reading,
Cisero, C. A., Royer,
J. M., Marchant, H. G., & Jackson, S. J. (1996,
April). Using the
Computer-based Academic Assessment System (CAAS) to identify reading disability
in college students: A replication. Annual meeting
of the American Educational Research Association,
Royer, J. M., & Cisero, C. A. (1996, April). The LATAS model: An assessment driven approach to the remediation of reading disabilities. Annual meeting of the Society for the Scientific Study of Reading, New York, NY.
Cisero, C. A., Royer,
J. M., Marchant, H. G., & Jackson, S. J. (1995,
April). Can the Computer-based Academic
Assessment System (CAAS) be used to identify reading disability?: A look at CAAS profiles of reading-disabled college
students. Annual meeting of the American Educational
Research Association,
Wint, F. T., Cisero, C. A., & Royer, J. M. (1995, April). Poor readers have different problems as
revealed by the Computer-based Academic Assessment System (CAAS). Annual meeting of the American Educational Research Association,
Cisero, C. A., &
Royer, J. M. (1994, April). Systematic development and transfer of phonological awareness skills.
“Phonological and Orthographic Processing: Bilingual and
Developmental Research” symposium at the annual meeting of the American
Educational Research Association,
Royer, J. M., Cisero, C. A., & Marchant, H.
G. (1994, April). Diagnostic
identification of dyslexic and learning disabled college students using the
Computer-based Academic Assessment System (CAAS). Annual
meeting of the American Educational Research Association,
Cisero, C. A., Carlo, M. S., & Royer, J. M. (1992, April). Can a child raised as English-speaking be
phonemically aware in another language?
Annual meeting of the American Educational Research
Association,
WORKSHOPS AND INVITED PRESENTATIONS:
“Teaching Challenging Concepts: Attribution and Motivation,” Workshop session co-moderated at the Teaching Introduction to Educational Psychology at the College Level National Educational Symposium, New Orleans, LA (2005, May 12-15).
“Best
Practices for Best Days,” Workshop session co-moderated at the Teaching
Introduction to Educational Psychology at the College Level National Educational Symposium,
“Learning
Disabilities in the Workplace,” Workshop presented at Goodwill Industries,
RECENT GRANTS AND
AWARDS:
Curriculum Related
Activities Grant, Southern
RESEARCH INTERESTS IN
GENERAL:
Alternative assessment techniques for
diagnosing reading disability
Reading acquisition and bilingual reading acquisition
Assessment of pre-reading skills (e.g., phonological awareness)
Development of remedial interventions for students with learning disabilities
Reading comprehension in content areas
Study strategies and learning tactics in college students
CURRENT/FUTURE SPECIFIC
RESEARCH PROJECTS:
Development and validation
of a computerized assessment of phonological awareness skills for use as a
screening tool in preschool children (in progress).
MASTER'S THESES
ADVISEMENT:
Garcia, M. (2004). Attribution of anger and fear to aggressor
in interpersonal conflict. Thesis submitted in partial fulfillment
of the Master of Arts degree in Psychology, August, 2004.
Natale, K. (2004). The relationship between expressive language ability and levels of
aggressive behavior in preschool children. Thesis submitted in partial
fulfillment of the Master of Arts degree in Psychology, August, 2004.
Evans,
Thomas L. (2001). Does systematic
exposure to classical music in a learning environment improve standardized test
scores of young adolescents?: An empirical test of the
“Mozart Effect.” Thesis submitted in partial fulfillment of the Master of
Arts degree in Psychology, December, 2001.
Cuomo,
Nicole C. (2001). Is there a relationship
between visual perceptual skills and handwriting in children with learning
disabilities? Thesis submitted in partial fulfillment of the Master of Arts
degree in Psychology, May, 2001.
DISSERTATION TITLE:
“Are there diagnostic alternatives to the IQ-reading discrepancy?: Evaluation of assessment techniques for identifying reading disabled college students.”
INSTITUTION GRANTING
Ph.D.: