Dale M. Willows 

Professor (CSE/SCCP) & CSE Program Chair

Dr. Eric Jackman Institute of Child Study, Room 1205
(416) 934-4505
dale.willows@utoronto.ca

Keywords

Basic processes in reading; reading/writing disabilities; classroom reading/writing instruction; assessment and remediation approaches to written language difficulties

Research Interests

I am interested in normal reading and writing processes as well as in the causes of difficulties and disabilities in these areas. My practical work is focused particularly on classroom and clinical reading/writing interventions. I have an on-going multidimensional longitudinal research program examining the impact of various factors in pre-service and in-service teacher education on student literacy outcomes.
 

Representative Publications

Willows, Dale (November, 2008). Reducing literacy failure through teacher development: Implementing a Balanced and Flexible Literacy Diet. Education Canada, 20-24.

Kruk, R. S., Sumbler, K. & Willows, D. M. (2008). Visual processing characteristics of children with Meares-Irlen Syndrome. Ophthalmic and Physiological Optics., 28, 35–46.

Corcos, E. & Willows, D. M. (2008). Processing words varying in personal familiarity (based on reading and spelling) by poor readers and age-matched and reading-matched controls. Remedial and Special Education.

Willows, D. M. (2002). The Balanced Literacy Diet. The School Administrator, 59 (1), 30-33.

Terepocki, M., Kruk, R. S., & Willows, D. M. (2002). The incidence and causes of letter orientation errors in reading disability. Journal of Learning Disabilities, 35 (3). 214-233.

Ehri, L., Nunes, S., Stahl, S., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read. Review of Educational Research, 71 (3), 393-447.

Ehri, L., Nunes, S., Willows, D. M., Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read. Reading Research Quarterly, 36 (3), 250-287. (Reprinted in web version of Theoretical Models and Processes of Reading, 2004.)

Kruk, R. & Willows, D. M. (2001). Backward pattern masking of familiar and unfamiliar materials in disabled and normal readers. Cognitive Neuropsychology, 18 (1), 19-37