Tel: (416) 934-4542
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). I am also exploring listening and reading comprehension in youth with and without attention and/or learning difficulties and the effects of different types of graphic organizers on comprehension of expository text.
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 and a second project is examining how to use multimedia in teacher education related to early literacy instruction. In addition, my research on cognition, attention, and adaptive instruction has direct implications for classroom instruction in the elementary grades.
Current research grants & contracts
2009-2012 - Social Science and Humanities Research Council grant. “Promoting listening and reading comprehension in students with attention deficit hyperactivity disorder (ADHD)”. P.I.: Rhonda Martinussen with Dr. Judith Wiener and Dr. John Kirby.
2008-2011 - Ontario Neurotrauma Foundation. (multidisciplinary collaborative grant) “School Reintegration for Children and Youth with Acquired Brain Injury". Dr. Dawn Good, Brock University, P.I.
2008-2013 - Canadian Institutes of Health Research (CIHR). Emerging Team Grant in Knowledge Translation in Mental Health and Education. Dr. Melanie Barwick, P.I. R. Martinussen is one of the co-investigators.
Major, A., Martinussen, R., & Wiener, J. (under review). An examination of the self-efficacy for self-regulated learning beliefs of adolescents with and without ADHD. Learning and Individual Differences.
Aitken, M., & Martinussen, R. (under review). Exploring predictors of performance on a curriculum-based measure of written expression. Journal of Research in Writing.
Gray, S.A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M., & Tannock, R. (in press). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry.
Martinussen, R., Chaban, P., & Tannock, R. (2011). 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, 40, 193-219.
Martinussen, R., & Major, A. (2011). Working memory weaknesses in students with ADHD: Implications for instruction. Theory Into Practice, 50, 68-75. * Invited paper.
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.
Recent Poster Publications
Aitken, M. Martinussen, R., & Tannock, R. (June, 2011). Internalizing problems in primary grade children: Association with Peer Relationships, Reading Difficulties, and Symptoms of ADHD. Poster presentation at the Canadian Psychological Association's Annual Conference.
Aitken, M., & Martinussen, R. (February, 2011). Individual differences and children's performance on a curriculum-based measure of written expression. Poster presented at the Writing Research Beyond Borders Conference II, Washington, D.C.
Ferrari, J., Regina, A., Forgie, J., Martinussen, R;., & Willows, D. (February, 2011). Writing perceptions and beliefs of adolescents in-care. Poster presented at the Writing Research Beyond Borders Conference II, Washington, D.C.