Jooyeon Kang, PhD, serves as an Associate Teaching Professor in the Department of East Asian Studies within the Faculty of Arts at the University of Alberta. Her academic appointment focuses exclusively on language instruction, with office location at 3-41 Pembina Hall (8921 - 116 St NW, Edmonton AB T6G 2H8) and primary contact via jooyeon@ualberta.ca. Her scholarly work centers on Korean language acquisition methodologies for beginner learners, emphasizing practical communication skills through integrated speaking, listening, reading, and writing instruction. Key research domains include: Foundational Korean Language Curriculum Design Second Language Acquisition Theory Applied to Korean Cultural Competency Development in Language Education Beginner-Level Language Assessment Strategies
Rachel Berthiaume is a Full Professor and Department Director in the Department of Didactics at the Faculty of Education Sciences, University of Montreal. She has been a faculty member since June 1, 2008, and holds a Ph.D. in Applied Linguistics from UQAM (2008), an M.A. in Didactics (2002), and a Bachelor's degree in Linguistics (2000), all from UQAM. Her educational background includes: Ph.D. in Applied Linguistics, UQAM (2008) M.A. in Didactics, UQAM (2002) Bachelor's degree in Linguistics, UQAM (2000) Dr. Berthiaume's research focuses on morphological processing in reading acquisition, particularly among students with learning difficulties and deaf students. She investigates how morphological awareness contributes to reading development and develops educational interventions to support literacy. Her work has led to validated frameworks for evaluating morphological knowledge in primary students (grades 1-6) and practical educational resources like the co-edited manual La morphologie pour mieux lire et écrire for French-speaking primary students. Her research program has been consistently funded by major Canadian research councils including SSHRC and FRQSC, examining morphological knowledge development, reading comprehension strategies, and effective teaching approaches for students with learning difficulties. These projects have resulted in numerous scientific publications, conference presentations, and professional development activities. Dr. Berthiaume has supervised 10 completed master's theses and 4 doctoral dissertations, with several students currently working under her supervision. Her mentoring extends to postdoctoral researchers, including Marie-Pier Godin (2018-2020). She actively bridges research and practice through her association with CTREQ (Centre de transfert pour la réussite scolaire au Québec) and as a member of the scientific committee of the Quebec Literacy Research and Transfer Network. Her co-edited volume Morphological Processing and Literacy Development: Current Issues and Research (Routledge, 2018) represents a significant scholarly contribution to understanding how morphology influences reading, spelling, and vocabulary development across diverse learner populations.
Brigitte Stanké is an Associate Professor at the School of Speech-Language Pathology and Audiology, University of Montreal, specializing in literacy development and learning disorders. With dual doctorates in Biomedical Sciences and extensive training in speech therapy, audiology, and statistical mathematics, she bridges neurological, linguistic, and quantitative perspectives. Doctorate in Biomedical Sciences, University of Montreal Master's & Bachelor's in Speech Therapy & Audiology Bachelor of Science & Master's in Statistical Mathematics Her research focuses on reading/spelling disorders (dyslexia, dysorthography), universal pedagogy frameworks, assistive technologies for writing, and dyscalculia. She develops tools like ÉQOL (Quebec Lexical Spelling Scale) and investigates errorless learning models. Recent publications emphasize: Universal Design for Learning (UDL) implementation Lexical spelling acquisition through graphotactic/morphological instruction Assistive technology impacts on writing self-efficacy and anxiety reduction Longitudinal studies on orthographic development She has created pedagogical software (e.g., Madame Mo) and practical resources (e.g., The Wise Apprentice: Learning to Read and Spell ). Her work informs both clinical practice and inclusive education policies.
Michèle Minor-Corriveau is an Associate Professor and Master's coordinator at Laurentian University's School of Speech-Language Pathology with over 25 years of clinical experience as a Speech-Language Pathologist. She specializes in evidence-based literacy instruction for French minority-language settings and co-founded the AlphaGraphe initiative, producing 60+ open-access resources grounded in reading science. Her educational background includes: Ph.D. in Humanities, Laurentian University M.Sc.S. in Speech-Language Pathology, Laurentian University B.A. in Linguistics, Laurentian University Her research pioneers French literacy frameworks addressing unique challenges in minority-language education. She develops diagnostic tools for spelling analysis, validates language screening instruments for bilingual children, and creates decodable text systems using computational analysis (SATO software). Her work directly bridges clinical practice and classroom application, emphasizing phonemic awareness-to-orthography connections through embedded mnemonic alphabets. Recent publications (2018-2022) reveal concentrated efforts in assessment validation—particularly for preschool language mastery and bilingual populations—and French spelling error diagnostics. Over 80% of her work targets practical resource development for educators in minority contexts, often involving cross-institutional collaborations. Key recognitions include: Faculty of Health Teaching Excellence Award (2018) CNFS Scholarship for doctoral research (2009) She actively mentors graduate students as Master's coordinator and has secured $550,000+ in research funding. Her grant work focuses on instrument validation and resource adaptation for Francophone education, directly responding to Ontario Human Rights Commission findings on reading disability accommodations. Through AlphaGraphe and her blog, she disseminates evidence-based literacy tools to educators nationwide, maintaining direct engagement with school boards to ensure practical applicability in French minority classrooms.
Mélanie Perron is an Associate Professor in the Department of Psychology at Laurentian University's School of Social Sciences. Her office is located in the Arts Building (A-241), and she can be contacted via email at mperron@laurentian.ca or phone at 705.675.1151 ext. 4010. Education includes: Postdoctorat, Université du Québec en Outaouais PhD Psychology, Ottawa University BA Psychology, Ottawa University Academic Appointments: Associate Professor, Psychology Department, Laurentian University (2014-2020) Assistant Professor, Psychology Department, Laurentian University (2007-2014) Her research investigates emotion processing through facial expression analysis and eye-tracking, with emphases on: Smile authenticity and emotional residue in clinical populations Child development of emotion recognition capabilities Perceptual-attentional mechanisms in fear/surprise differentiation Visual cognition during shared reading activities She employs rigorous experimental designs to examine how children and adults decode emotional cues. Publications demonstrate consistent focus on emotion perception across developmental and clinical contexts, with recent work (2016-2020) examining: Substance use disorders and emotional functioning Schizophrenia-related expression judgment differences Pedagogical strategies for emotion comprehension Cross-cultural emotion recognition patterns No scientific awards or lab affiliations are mentioned in the source material. Student advising and grant activities are not detailed.
Dr. Jody Chong is a part-time Assistant Professor, Teaching Stream in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto. She concurrently serves as a Special Education Teacher for the Toronto District School Board. With academic appointments since 2008, her work bridges university-level teacher education and K-12 special needs practice. Education PhD, OISE/University of Toronto (2006) MA, OISE/University of Toronto (1999) Diploma in Child Study, University of Toronto (1998) B.A. Honours, McGill University (1991) Certifications Registered with Ontario College of Teachers (OCT) Teaching Focus Dr. Chong specializes in literacy development and special education pedagogy. Her courses in the Masters of Child Study and Education program include: Language and Literacy (APD2211), Special Education and Adaptive Instruction (APD2280), Reading and Writing Difficulties (APD2296), and Childhood Education Seminar II: Advanced Teaching (APD2202). Her instructional approach integrates clinical experience from her prior role at the Hospital for Sick Children. Professional Experience Remedial Reading Research Teacher, Hospital for Sick Children (2000-2007) Special Education Teacher, Toronto District School Board (2008-present)
Patricia Ganea is a Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto, where she also directs the Dr. R.G.N. Laidlaw Research Centre. Her research examines early cognitive development, emphasizing how children use language for hypothetical reasoning, update mental representations, and overcome misconceptions in science. She has secured sustained funding from SSHRC, NSERC, CIHR, and NSF for projects on counterfactual reasoning, conceptual change, and social-cognitive development. Her investigations span: Language's role in reasoning about non-present entities and possibilities Counterfactual thinking as a scaffold for scientific learning Social and pragmatic influences on early communication Recent publications demonstrate a focus on children's learning from digital media, narrative comprehension, and the design of educational tools. Article trends reveal: Robust methodologies: eye-tracking, longitudinal designs, and controlled experiments Cross-cutting themes: conceptual revision, symbolic representation, and executive function Practical applications: picture books, games, and digital interventions for STEM education Awards include the Ontario Early Researcher Award. Grant highlights: SSHRC grants for counterfactual reasoning studies (2023–2027) CIHR funding for placental health-cognition linkages (2020–2022) NSERC support for language processing research (2016–2022) At the Laidlaw Research Centre, she leads studies on child development, collaborating with interdisciplinary teams to explore cognitive, linguistic, and neurodevelopmental trajectories. The lab employs diverse paradigms to translate basic research into educational strategies.
Dr. Brenda Stein Dzaldov is a Lecturer at the University of Toronto's Ontario Institute for Studies in Education (OISE), holding dual appointments in the Department of Curriculum, Teaching and Learning and the Department of Applied Psychology and Human Development. Her expertise bridges academic research and K-12 classroom practice, focusing on inclusive pedagogies, literacy development, and teacher education for diverse learners. Her educational foundation includes: PhD in Curriculum Studies and Teacher Development (University of Toronto/OISE, 2012) MEd in Language and Literacies (University of Toronto/OISE, 2006) BEd (Western University, 1991) B.Sc. (Hon) in Psychology and History (University of Toronto, 1990) Dr. Stein Dzaldov's research centers on inclusive education frameworks that integrate special education strategies with mainstream pedagogy, particularly in mathematics and literacy. Her work emphasizes practical classroom applications through differentiated instruction, technology-enhanced learning (e.g., interactive whiteboards), and family engagement resources. Recent publications demonstrate sustained focus on supporting students with Down syndrome, developing deep learning engagement strategies, and adapting instruction for diverse neurotypes. Her 2018-2023 publications reveal consistent contributions to inclusive education practice, with key themes including differentiated math instruction, online learning design, and literacy scaffolding. These works span academic journals, professional guides, and book chapters, reflecting her commitment to translating research into actionable classroom strategies for K-12 educators. Her recognition includes: OISE Award for Excellence in Teacher Education (2019) With nearly two decades of K-8 teaching experience (1991-2010) including specialized roles as a literacy mentor and special education teacher, followed by private school leadership (2010-2016), Dr. Stein Dzaldov brings extensive practical knowledge to teacher education. She currently mentors future educators through courses addressing literacy curriculum design, special education adaptation, and mental health supports, emphasizing evidence-based inclusive practices grounded in real classroom challenges.
Andréanne Gagné is a Full Professor in the Department of Teaching and Learning Studies at Université Laval's Faculty of Education. She maintains affiliations with The Periscope Network and Joint Research Unit Synergia. Her academic credentials include: Ph.D. in Communication Sciences and Disorders (Language Acquisition) from McGill University (2008) M.A. in Second Language Education from McGill University (2003) B.Ed. in Orthopedagogy from Université de Montréal (2001) Her research examines educational assessment, emotion-learning relationships, and screen time impacts on child development. She specializes in language acquisition in children aged 3-9, investigating how family/school environments—particularly screen use habits—affect cognitive growth. Current longitudinal studies analyze parenting practices as moderators of screen exposure effects. Publication analysis reveals consistent focus on literacy development, family dynamics, and language disorders across 20+ peer-reviewed articles. Recent work emphasizes: Screen time mediation through family literacy activities Affective family characteristics in reading models Assessment tools for educational interventions Spelling patterns in language disorders She actively secures research funding, including a $245,995 FRQSC grant (2023-2027) for screen time impact studies. Additional projects involve Quebec-France collaborations on inclusive practices and literacy interventions in disadvantaged areas. Through Synergia UMR and Periscope Network partnerships, she develops resources translating research into public health guidelines and school policies.
Érick Falardeau is a Full Professor in the Department of Teaching and Learning Studies at Laval University's Faculty of Education. He is affiliated with the Interuniversity Research Centre on Teacher Training and the Teaching Profession (CRIFPE-Laval). His 25+ year career focuses on French didactics, particularly explicit teaching methodologies for reading and writing. His research examines: Explicit strategy instruction for reading comprehension and writing proficiency Cultural education integration in French language teaching Formative assessment tools for elementary/secondary students Motivational impacts of pedagogical interventions He has secured over $800,000 in grants (SSHRC/FQRSC) and developed the open-access resource platform StrategiesLectureEcriture.com. Recent publications emphasize mixed-methods studies on writing self-regulation, peer assessment frameworks, and pandemic-era motivation. He frequently collaborates with international scholars and contributes to literature on language-text articulation and didactic engineering. He mentors graduate students in developing practical teaching tools and maintains active knowledge transfer through professional journals and teacher training initiatives.
Karine Collette is an Associate Professor in the Department of Communication at the Université de Sherbrooke, specializing in discourse analysis, literacy studies, and rhetorical theory. Her work bridges linguistic, sociocultural, and institutional perspectives on written and oral communication. Education: Qualified for teaching-researcher functions by France's Conseil National des Universités (7th section: Language Sciences, Linguistics, Didactics) Ph.D. in Linguistics, Didactics, Semiotics Diplôme d'Études Supérieures Spécialisées in Training Engineering (Languages domain) Research Focus: Her scholarship centers on socio-discursive dimensions of communication, including institutional discourse analysis (municipal documents, public administration), literacy pluralities in health/social services, and writing processes (rédactologie). She examines how power asymmetries manifest in administrative communications and develops socio-cognitive frameworks for understanding citizen-reader interactions. Publication Trends: Recent work (2013-2014) reveals three dominant strands: 1) Health literacy and citizen rights in Quebec's social services, 2) Discursive analysis of the 2012 Maple Spring protests, and 3) Interdisciplinary methodological innovations in discourse studies. Her publications frequently appear in journals like Globe and Cahiers de recherche sociologique, often collaborating across linguistics, sociology, and health sciences. Advising and Research Leadership: She supervises multiple discourse analysis projects and co-founded an interdisciplinary Quebec-wide research network. Her current work includes computerized discourse analysis at CATIFQ and studies of autobiographical health narratives. She has directed significant projects on immigrant family literacy and municipal document interpretation. Research Infrastructure: Collette is deeply involved with CATIFQ (Centre d'Analyse et Traitement Informatique du Français Québécois) at Université de Sherbrooke and organizes international colloquia, including the 2015 "Discours hors-normes" conference. Her work integrates corpus linguistics with socio-cognitive approaches to examine how marginalized groups navigate institutional communications.
Nessa Palmer serves as a Lecturer at Emily Carr University of Art and Design within the Communication and Academic Preparation Program (CAPP), where she delivers specialized language instruction for art and design disciplines. Her role focuses on equipping students, particularly international learners, with academic communication skills essential for success in creative degree programs through context-specific language training. Her professional expertise bridges English Language Teaching and art and design pedagogy, with research interests emphasizing the integration of language acquisition and creative practice. She develops curriculum addressing academic writing conventions, critical vocabulary for art criticism, and oral communication strategies tailored to studio environments, enabling students to articulate artistic concepts and engage in disciplinary discourse effectively. For Fall 2025, Nessa Palmer teaches CAPP 098 F031 (Reading & Writing: Art+Design) and CAPP 099 F031 (Listening+Speaking: Art+Design), foundational courses that address discipline-specific linguistic challenges. While no scientific awards or research grants are documented in available sources, her instructional contributions remain vital to student transition and success in ECUAD's creative programs.
Dr. Erin Robertson serves as an Associate Professor in the Psychology Department at Cape Breton University. She currently holds the position of Psychology Department Vice Chair and served as Interim Chair of Senate from September 2022 to March 2023. Her research focuses on: Reading and language development in children Reading comprehension predictors Word learning mechanisms in young children Oral language problems in children with dyslexia Instructional approaches for improving science literacy Dr. Robertson teaches courses in data analysis, research methods, cognition, and advanced cognition at CBU. Her research is conducted through the CFI-funded Psychology of Language lab and in collaboration with local schools across the region. She has supervised numerous graduate and undergraduate students throughout her career, contributing significantly to research on child language development and educational interventions.
