Centre for Research in Applied Measurement and Evaluation (CRAME)
Accepting M.Ed. and Ph.D. students for the 2017-2018 academic year
Ph.D., Educational Psychology (School Psychology), University of Minnesota.
M.A., Educational Psychology (School Psychology), University of Minnesota.
B.A., Psychology Honours, University of Manitoba.
Psychological and Educational Assessment: Applied psychometrics, with a particular focus on measuring human cognitive abilities (i.e. cognitive processes, intelligence) and academic achievement (i.e. learning). Secondary areas of interests include: technological advancements in the assessment of student performance (e.g. automated essay scoring, computer adaptive testing) and quantitative methods.
Learning and Development:
The relationships between cognitive abilities and learning, predicting response to academic interventions, targeted educational supports for struggling learners, and developmental psychopathology.
Training and Professional Issues: I have begun to explore a variety of issues related to training school and clinical child psychologists, with a primary focus on assessment. Areas of interest include psycho-educational assessment practices, report writing, test administration and interpretation.
Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A. (2016). Revisiting the Relationships Between Broad Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years. Journal of Psychoeducational Assessment, 1-24. DOI: 10.1177/0734282916659208
Cormier, D. C., Bulut, O., McGrew, K. S., & Frison, J. (2016). The role of Cattell-Horn-Carroll (CHC) cognitive abilities in predicting writing achievement during the school age years. Psychology in the Schools, 53(8) 787–803. DOI: 10.1002/pits.21945
Cormier, D. C., Yeo, S., Christ, T. J., Offrey, L., & Pratt, K. (2016). Screening for mathematics deficits: An examination of the relationship between computation, problem solving and reading. Exceptionality, 1-16. DOI:10.1080/09362835.2015.1064418
Cormier, D. C., Wang, K., & Kennedy, K. E. (2016). Linguistic Demands of the Oral Directions for Administering the WISC-IV and WISC-V. Canadian Journal of School Psychology, 0, 1-15. DOI: 10.1177/0829573516643314
Cormier, D. C., McGrew, K. S., Ysseldyke, J. E. (2014). The influences of cultural loading and linguistic demand on cognitive test scores. Journal of Psychoeducational Assessment, 0, 0-0. DOI: 10.1177/0734282914536012
Ardoin, S. P., Christ, T. J., Morena, L. Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51, 1-18. DOI: 10.1016/j.jsp.2012.09.004
Ysseldyke, J., Lekwa, A. J., Klingbeil, D., & Cormier, D. C. (2012). Assessment of ecological factors as an integral part of academic and mental health consultation. Journal of Educational and Psychological Consultation, 22(1-2), 21-42. DOI:10.1080/10474412.2011.649641
Cormier, D. C., McGrew, K. S., Evans, J. J. (2011). Quantifying the “degree of linguistic demand” in spoken intelligence test directions. Journal of Psychoeducational Assessment, 29(6), 515-533. DOI: 10.1177/0734282911405962
Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. (2010). Curriculum Based Measurement of oral Reading (CBM-R): An evaluation of linear expectations for growth. School Psychology Review, 39(3), 447-462.
EDPY 304: Adolescent Development and Learning
EDPY 521: Foundations of Psychological Assessment
EDPY 545: Individual Psychological Assessment
EDPY 597: School-Based Interventions and Counselling
EDPY 640: Developmental Psychopathology