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IES Grant

Title: Postdoctoral Training in Reading and Language Research
Center: NCER Year: 2005
Principal Investigator: Perfetti, Charles Awardee: University of Pittsburgh
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years Award Amount: $637,900
Type: Training Award Number: R305B050022

The program trained three postdoctoral fellows for research careers in educational science with a special emphasis in reading research. The training program combined research in classrooms and laboratories using a range of methods (e.g., eye tracking and ERP) to study vocabulary learning and comprehension. 

Postdoctoral Fellows

Adlof, Suzanne (ORCID)
Frishkoff, Gwen
Halderman, Laura

As of 2020, Dr. Adlof was an associate professor of communication sciences and disorders in the Arnold School of Public Health at the University of South Carolina, Dr. Frishkoff was an assistant professor of psychology at Georgia State University, and Dr. Halderman was a Lead Research Project Manager at the Educational Testing Service.



Catts, H.W., Kamhi, A.G., and Adlof, S.M. (2011). Defining and Classifying Reading Disabilities. (3rd ed.). Boston: Allyn and Bacon.

Book chapter

Adlof, S.M., Perfetti, C.A., and Catts, H.W. (2011). Developmental Changes in Reading Comprehension: Implications for Assessment and Instruction. In J. Samuels, and A. Farstrup (Eds.), What Research Has to Say About Reading Instruction (4th ed., pp. 186–215). Newark, DE: International Reading Association.

Catts, H.W., and Adlof, S.M. (2011). Phonological and Other Language Deficits Associated With Dyslexia. In S. Brady, D. Blaze, and A. Fowler (Eds.), Explaining Individual Differences in Reading: Theory and Evidence (pp. 137–152). New York: Taylor and Frances.

Catts, H.W., Hogan, T.P., and Adlof, S.M. (2005). Developing Changes in Reading and Reading Disabilities. In H.W. Catts, and A.G. Kamhi (Eds.), The Connections Between Language and Reading Disabilities (pp. 23–36). Mahwah, NJ: Lawrence Erlbaum Associates.

Catts, H.W., Kamhi, A.G., and Adlof, S.M. (2011). Causes of Reading Disabilities. In A.G. Kamhi, and H.W. Catts (Eds.), Language and Reading Disabilities (3rd ed., pp. 77–111). Boston: Allyn and Bacon.

Dien, J., and Frishkoff, G.A. (2005). Principal Components Analysis of ERP Data. In T. Handy (Ed.), Event-Related Potentials: A Methods Handbook (pp. 189–208). Cambridge, MA: MIT Press.

Frishkoff, G.A., White, G., and Perfetti, C. (2009). "In Vivo" Testing of Learning and Instructional Principles: The Design and Implementation of School-Based Experimentation. In L. Dinella (Ed.), Conducting Science-Based Psychology Research in Schools (pp. 153–173). Washington, DC: American Psychological Association. doi:10.1037/11881-007

Perfetti, C.A., and Adlof, S.M. (2013). Reading Comprehension: A Conceptual Framework From Word Meaning to Text Meaning. In J. Sabatini, and E. Albro (Eds.), Assessing Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. Lanham, MD: Rowman and Littlefield Education.

Perfetti, C.M. and Frishkoff, G.A. (2008). Neural Bases of Text and Discourse Processing. In B. Stemmer, and H.A. Whitaker (Eds.), Handbook of Neuroscience of Language (pp. 165–174). Cambridge, MA: Elsevier.

Tucker, D.M., Frishkoff, G.A., and Luu, P. (2008). Microgenesis of Language. In B. Stemmer, and H.A. Whitaker (Eds.), Handbook of Neuroscience of Language (pp. 45–56). Cambridge, MA: Elsevier.

White, G. Frishkoff, G.A., and Bullock, M. (2008). Bridging the Gap Between Psychological Science and Educational Policy and Practice. In K.T.C. Fiorello (Ed.), Cognitive Development in K–3 Classroom Learning: Research Applications (pp. 227–263). Mahwah, NJ: Lawrence Erlbaum Associates.

Journal article, monograph, or newsletter

Adlof, S.M., and Storkel, H.L. (2006). Learning Vocabulary Through Reading. ACQuiring Knowledge in Speech, Language, and Hearing, 8: 110–112.

Adlof, S.M., Catts, H.W., and Lee, J. (2010). Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments. Journal of Learning Disabilities, 43(4): 332–345. doi:10.1177/0022219410369067

Adlof, S.M., Catts, H.W., and Little, T.D. (2006). Should the Simple View of Reading Include a Fluency Component?. Reading and Writing: An Interdisciplinary Journal, 19(9): 933–958. doi:10.1007/s11145-006-9024-z

Atchley, R. A., Halderman, L.K., Kwasny, K., and Buchanan, L. (2003). The Processing of Pseudohomophones by Adults With a History of Developmental Language Disabilities. Brain and Cognition, 53(2): 139–144. doi:10.1016/S0278-2626(03)00096-4

Catts, H.W., Adlof, S.M., and Ellis Weismer, S. (2006). Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading. Journal of Speech, Language, and Hearing Research, 49(2): 278–293.

Catts, H.W., Adlof, S.M., Hogan, T.P., and Ellis Weismer, S. (2005). Are Specific Language Impairment and Dyslexia Distinct Disorders?. Journal of Speech, Language, and Hearing Research, 48(6): 1378–1396 . doi:10.1044/1092-4388(2005/096)

Chiarello, C., Kacinik, N.A., Shears, C., Liu, S., Halderman, L.K., and Robinson, C.S. (2006). Exploring Cerebral Asymmetries for the Verb Generation Task. Neuropsychology, 20(1): 88–104. doi:10.1037/0894-4105.20.1.88

Chiarello, C., Welcome, S.E., Halderman, L.K., and Leonard, C.M. (2009). Does Degree of Asymmetry Relate to Performance? An Investigation of Word Recognition and Reading in Consistent and Mixed Handers. Brain and Cognition, 69(3): 521–530. doi:10.1016/j.bandc.2008.11.002

Chiarello, C., Welcome, S.E., Halderman, L.K., Towler, S., Julagay, J., Otto, R., and Leonard, C.M. (2009). A Large-Scale Investigation of Lateralization in Cortical Anatomy and Word Reading: Are There sex Differences?. Neuropsychology, 23: 210–222. doi:10.1037/a0014265

Dien, J., Frishkoff, G.A., Cerbone, A., and Tucker, D.M. (2009). Parametric Analysis of Event-Related Potentials in Semantic Comprehension: Evidence for Parallel Brain Mechanisms. Cognitive Brain Research, 15(2): 137–153.

Frank, R.M., and Frishkoff, G.A. (2007). Automated Protocol for Evaluation of Electromagnetic Component Separation (APECS): Application of a Framework for Evaluating Statistical Methods of Blink Extraction From Multichannel EEG. Clinical Neurophysiology, 118(1): 80–97.

Frishkoff, G.A. (2007). Hemispheric Differences in Strong Versus Weak Semantic Priming: Evidence From Event-Related Brain Potentials. Brain and Language, 100(1): 23–43. doi:10.1016/j.bandl.2006.06.117

Frishkoff, G.A., Collins-Thompson, K., Perfetti, C., and Callan, J. (2008). Measuring Incremental Changes in Word Knowledge: Experimental Validation and Implications for Learning and Assessment. Behavioral Research Methods, 40(4): 907–925. doi:10.3758/BRM.40.4.907

Frishkoff, G.A., Frank, R., Rong, J., Dou, D., Dien, J., and Halderman, L. (2007). A Framework to Support Automated Classification and Labeling of Brain Electromagnetic Patterns. Computational Intelligence and Neuroscience, 2007(14567): 1–13. doi:10.1155/2007/14567

Frishkoff, G.A., Perfetti, C.A., and Collins-Thompson, K. (2010). Lexical Quality in the Brain: ERP Evidence for Robust Word Learning From Context. Developmental Neuropsychology, 35(4): 1–28. doi:10.1080/87565641.2010.480915

Frishkoff, G.A., Perfetti, C.A., and Collins-Thompson, K. (2011). Predicting Robust Vocabulary Growth From Measures of Incremental Learning. Scientific Studies of Reading, 15(1): 71–91. doi:10.1080/10888438.2011.539076

Frishkoff, G.A., Perfetti, C.A., and Westbury, C. (2009). ERP Measures of Partial Semantic Knowledge: Left Temporal Indices of Skill Differences and Lexical Quality. Biological Psychology, 80(1): 130–147. doi:10.1016/j.biopsycho.2008.04.017

Frishkoff, G.A., Tucker, D.M., Davey, C., and Scherg, M. (2004). Frontal and Posterior Sources of Event-Related Potentials in Semantic Comprehension. Cognitive Brain Research, 20(3): 329–354.

Halderman, L.K. (2011). Evidence for Right Hemisphere Phonology in a BackwardMasking Task. Brain Language, 119(3): 232–237. doi:10.1016/j.bandl.2011.05.005

Halderman, L.K., and Chiarello, C. (2005). Cerebral Asymmetries in Early Orthographic and Phonological Reading Processes: Evidence From Backward Masking. Brain and Language, 95(2): 342–352. doi:10.1016/j.bandl.2005.02.005

Leonard, C., Towler, S., Welcome, S., Halderman, L., Otto, R., Eckert, M., and Chiarello, C. (2008). Size Matters: Cerebral Volume Influences sex Differences in Neuroanatomy. Cerebral Cortex, 18: 2920–2931. doi:10.1093/cercor/bhn052

Perfetti, C. A., and Adlof, S. M. (2012). Reading Comprehension: A Conceptual Framework from Word Meaning to Text Meaning. Measuring Up: Advances in How We Assess Reading Ability, 3–20.

Storkel, H.L., and Adlof, S.M. (2009). Adult and Child Semantic Neighbors of the Kroll and Potter (1984) Nonobjects. Journal of Speech, Language, and Hearing Research, 52(2): 289–305. doi:10.1044/1092-4388(2009/07-0174)

Storkel, H.L., and Adlof, S.M. (2009). The Effect of Semantic Set Size on Word Learning by Preschool Children. Journal of Speech, Language, and Hearing Research, 52(2): 306–320. doi:10.1044/1092-4388(2009/07-0175)

Welcome, S., Chiarello, C., Halderman, L., and Leonard, C. (2009). Lexical Processing Skill in College-Age Resilient Readers. Reading and Writing: An Interdisciplinary Journal, 22(3): 353–371. doi:10.1007/s11145-008-9120-3

Welcome, S.E., Chiarello, C., Towler, S., Halderman, L.K., Otto, R., and Leonard, C.M. (2009). Behavioral Correlates of Corpus Callosum Size: Anatomical/Behavioral Relationships Vary Across Sex/Handedness Groups. Neuropsychologia, 47(12): 2427–2435. doi:10.1016/j.neuropsychologia.2009.04.008


Frishkoff, G.A., Dou, D., Frank, R., LePendu, P., and Liu, H. (2009). Development of Neural Electromagnetic Ontologies (NEMO): Representation and Integration of Event-Related Brain Potentials. In Proceedings of the International Conference on Biomedical Ontologies (ICBO09). Buffalo, NY: ICBO09.

Frishkoff, G.A., Pavlik P., Levin, L., and de Jong, C. (2008). Providing Optimal Support for Robust Learning of Syntactic Constructions in ESL. In Proceedings of the Annual Meeting of the Cognitive Science Society (CogSci08). Washington, DC: Cognitive Science Society.