Damien Cormier

Damien Cormier

Associate Professor

Educational Psychology
Centre for Research in Applied Measurement and Evaluation (CRAME)

Currently accepting M.Ed. and Ph.D. students


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.

Research Interests

Psychological and Educational Assessment: (a) Developing measures to assess psychological and educational constructs; (b) understanding the role of specific cognitive abilities (Intelligence) in learning; and (c) using technological advancements to assess cognitive abilities and academic achievement.

Learning and Development: (a) Understanding the developmental trajectories associated with specific cognitive abilities and their influence on learning; (b) developing models of learning that include cognitive and motivational variables; (c) understanding giftedness to better support the needs of high achieving students. 

School Psychology: (a) Developing training empirically-based training models for assessment practices; (b) understanding the keys to effective report writing; (c) incorporating models of developmental psychopathology into the practice of School Psychology.

Representative Publications

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.

Courses Taught

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