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Canadian Researchers’ Spotlight

Canadian Researchers' Spotlight

Dr. Lauren Goegan: is an assistant professor at the University of Manitoba in the Faculty of Education. Her research examines various issues related to students with Learning Disabilities (LD). For example, her main program of research explores the transition from high school to postsecondary education, finding that having a sense of belonging on campus is vital for a student with LD and their success[i]. More recently as a result of the COVID-19 pandemic, she has investigated the impact of online learning for students with LD, discovering that online learning is a roller coaster with various advantages and disadvantages[ii]. Her work often includes motivation theories, such as the importance of having a growth mindset for students with LD[iii] and exploring ways to meet a student’s basic psychological needs of autonomy (e.g., giving them choice), competence (e.g., helping them feel capable) and relatedness (e.g., feeling connected to others) to support students with dyslexia during classroom assessment [iv].

For more information on her work, you can visit:

https://umanitoba.ca/education/lauren-goegan or https://scholar.google.com/citations?user=5B0zMisAAAAJ&hl 

  • [i] Goegan, L. D. & Daniels L. M. (2020). Students with LD at postsecondary: Supporting success and the role of student characteristics and integration. Learning Disabilities Research & Practice, 35(1), 45-56. https://doi.org/10.1111/ldrp.12212
  • [ii] Goegan, L. D., Le, L. & Daniels, L. M. (2022). Online learning is a rollercoaster: Postsecondary students with learning disabilities navigate the COVID-19 pandemic. Learning Disabilities Quarterly, 46(3), 166-179. https://doi.org/10.1177/07319487221090912 
  • [iii] Goegan, L. D., Pelletier, G. N., & Daniels, L. M. (2021). I just have to try harder: Examining the mindsets of students with LD. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573521998954 
  • [iv] Goegan, L. D., Parker, P. C. & Daniels, L. M. (2023). Connecting basic psychological needs and assessment: The perspectives of postsecondary students with dyslexia. Journal of Postsecondary Education and Disability, 36(3), 241-255.

Dr. Jamie Metsala is a Professor and the Gail and Stephen Jarislowsky Chair in Learning Disabilities in the Faculty of Education at Mount Saint Vincent University. Her research and dissemination activities focus on reading achievement and effective instruction for all children and youth, including those with or at risk for learning disabilities. She engages with community and education systems to address the link between instructional approaches in our schools and social justice issues. Dr. Metsala’s research includes studies on the development of phonological awareness,  phonological processing in students with reading disabilities, oral language contributors to reading comprehension, fluency development, effective remediation of reading disabilities, and teachers’ self-efficacy for teaching in the inclusive classroom. Dr. Metsala is a registered psychologist who previously held tenured faculty positions at the Universities of Maryland and Western Ontario. Recently, Dr. Metsala was a one of two content area experts on the Ontario Human Rights Commission’s Right to Read Public Inquiry.

Take a look at Dr. Metsala’s work and her contribution to the LD world:

Sample publications:

Dr. Linda Siegel is the former Dorothy C. Lam Chair in Special Education and an Emeritus Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Vancouver, Canada. She received her B.A. from Queens College of the City University of New York and her M.S. and PhD degrees from Yale University. She has over 200 publications on early identification and intervention to prevent reading problems, dyslexia, reading and language development, mathematical concept learning, mathematical learning disabilities, and children learning English as a second language. She has been the President of the Division of Learning Disabilities of the Council on Exceptional Children.  In 2004, she was awarded an honorary doctorate from Goteborg University in Sweden.  In 2010, she was awarded the Gold Medal for Excellence in Psychological Research from the Canadian Psychological Association.  In 2012 she was awarded the Eminent Researcher Award from the Learning Difficulties Association of Australia. She has recently published a book entitled Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities. This book is published by the International Dyslexia Association.

Dr. McNamara is an educational psychologist interested in studying young children with learning and reading disabilities. Currently his research involves working with various agencies across Province to develop and implement literacy intervention programs for vulnerable readers. Dr. McNamara also leads his LD Research Team in a number of applied research projects aimed at better understanding reading and reading disabilities. He has published numerous articles and presented internationally about how best to support children and youth with learning disabilities. John is also the author of Reading Rocks – a literacy program designed to motivate and support vulnerable readers. John’s Reading Rocks program is currently in use in several regions in Ontario. In addition to his research, John currently a professor at Brock University and teaches a large first-year course in Child and Youth Studies. He has won several teaching awards and awards for his mentorship of students. John has emphasized his work in the community and following this, has worked with several Learning Disabilities Associations across Ontario. He is currently the President of the Learning Disabilities Association of Wellington Region.

Get to know Dr. McNamara better:

https://brocku.ca/social-sciences/child-and-youth-studies/people-in-our-department/john-mcnamara/

Since being hired as a professor at Laval University in 1998, Frédéric Guay has assembled a multidisciplinary team comprising researchers from several countries (Australia, Canada, China, United States, Singapore, Switzerland, France). Their cutting-edge research aims to explore the school, familial, and social factors that promote motivation, perseverance, and academic success. Frédéric Guay is a member of the Motivation in Education Research  laboratory at the National Institute of Singapore, where he has served as a scientific advisor for approximately a decade. Additionally, he has been part of the executive committee for the Self Biennial International Conference—an international symposium held every three years—for nearly 10 years. In recognition of his dedication to the largest international research networks focused on academic motivation, Frédéric Guay was elected President of Division 5 (Educational, instructional, and school psychology) within the International Association for Applied Psychology in 2014. He holds the prestigious Canada Research Chair (Tier 1) in motivation, perseverance, and academic success. Furthermore, he is the author or co-author of over 150 articles, book chapters, and popular texts related to motivation. In 2016, Frédéric Guay received acknowledgment from the Whitworth committee for his significant contribution to education research in Canada. Over the years, he has developed professional training programs for elementary school teachers, aiming to mobilize specific pedagogical practices that enhance students’ motivation for writing. This training, evaluated as part of his research, has proven effective in fostering students’ motivation to write. Throughout his career, Frédéric Guay’s research has focused on reducing achievement gaps among students, particularly between those facing learning difficulties and those with more typical educational development.