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Rhonda Martinussen

Associate Professor (CSE/DPE)

Dr. Eric Jackman Institute of Child Study


Office: Room 202, 56 Spadina Rd
Tel: 416-934-4515
Fax: 416-934-4500
rhonda.martinussen@utoronto.ca

Rhonda Martinussen

 

Research Interests
 

My research interests focus on developing a better understanding of the individual difference and contextual factors that are associated with academic achievement in children with attention and/or learning difficulties. Specifically, I am interested in a) research examining the role of cognitive (e.g., working memory) and affective (e.g. motivation) factors in learning (e.g., reading, writing) b) research examining classroom instructional practices and their impact on the development of reading and writing skills in at-risk children, and c) intervention research focusing on the improvement of reading and writing skills in children with attention problems.

 

 

 

 

 

 

 

 

 

 

 

 

Keywords 

  • Reading and writing difficulties
  • attention-deficit hyperactivity disorder
  • working memory and executive functions
  • adaptive instruction
  • teacher knowledge and practice relating to children with special education needs

Applied/Clinical Interests

I am interested in working collaboratively with teachers to build capacity regarding the instruction of students with attention and/or learning difficulties. I am currently part of a research team that is working on two Knowledge Exchange projects. One project is examining how to use multimedia resources to support teacher professional development regarding working with students with ADHD. A second project involves working collaboratively with expert teachers to develop the curriculum for an intensive summer institute for Lead Teachers on ADHD. In addition, my research on cognition, attention, and adaptive instruction has direct implications for classroom instruction in the elementary grades.

Represenative Publications

Kirby, J.R., Georgiou, G.K. Martinussen, R., & Parrila, R. (2010). Review of research: Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341-362. *Invited paper.

Martinussen, R., & Major, A. (2011). Working memory weaknesses in students with
ADHD: Implications for instruction. Theory Into Practice, 50, 68-75. * Invited paper.

Martinussen, R., Chaban, P., & Tannock, R. (in press). Teachers' reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child and Youth Care Forum.
 

Martinussen, R., Tannock, R., Chaban, P., McInnes, A., & Ferguson, B. (2006). Increasing awareness and understanding of attention-deficit hyperactivity disorder in education to promote better academic outcomes for students with ADHD. Exceptionality Education Canada, 3, 107-128.

Martinussen, R., Morgan, J., & Tannock, R. (2007). Editorial. Orbit, 37 (1), 4-6.

Tannock, R., & Martinussen, R. (2007). Promising practices in education for students with ADHD. ORBIT, 37 (1), 32-35.

Morgan, J., & Martinussen, R. (2007). Internet resources relating to teaching students with special education needs, ORBIT, 37 (1), 43-46.

Martinussen, R. & Tannock, R. (2006). Working memory impairments in children with
attention-deficit hyperactivity disorder with and without comorbid language learning disorders. Journal of Clinical and Experimental Neuropsychology, 28, 7, 1073-1094

Martinussen, R., Hayden, J., Hogg-Johnson, S., & Tannock, R. (2005) A meta-
analysis of working memory impairments in children with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 377 - 384


 

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