Associate Professor; David Peikoff Research Chair & Director, Western Canadian Centre for Deaf Studies
Research and Interests
Dr. Lynn McQuarrie’s academic focus is in language and literacy with research interests in the areas of first and second language reading acquisition and teaching and learning strategies that support reading development in struggling readers with diverse needs. Her primary research investigates factors that affect language and literacy outcomes for deaf and hard of hearing learners and how sign language (ASL) as L1 facilitates learning a spoken/written language (English) as L2. She has worked extensively with Deaf and hard-of-hearing children and adults in a variety of educational contexts throughout Canada and internationally. Dr. McQuarrie took up a dual appointment as the David Peikoff Research Chair and the Director of the Western Canadian Centre for Deaf Studies (WCCDS) on November 1, 2014.
Dr. McQuarrie is also a research affiliate with VL2, an interdisciplinary research center based at Gallaudet University in Washington, DC. VL2 is a Science of Learning Center (SLC) on Visual Language and Visual Learning, one of six SLCs funded by the National Science Foundation. The purpose of VL2 is to gain a greater understanding of the biological, cognitive, linguistic, sociocultural, and pedagogical conditions that influence the acquisition of language and knowledge through the visual modality. Dr. McQuarrie currently serves on the VL2 Executive team, and is Team Lead for the center’s strategic focus area studies on Reading and Literacy in Visual Learning.
For information on current research projects please see the MDRL website at http://mdrl.educ.ualberta.ca
Enns, C., Haug, T., Herman, R., Hoffmeister, R., Mann, W. & McQuarrie, L. (in press). Exploring Signed Language Assessment Tools Around the World. In M. Marschark, V. Lampropoulou & E.K. Skordilis (Eds.), Diversity in Deaf Education New York, NY: Oxford University Press.
McQuarrie, L. & Parrila, R. (2014). Literacy and linguistic development in bilingual deaf children: Implications of the ‘and’ for phonological processing. American Annals of the Deaf (Special Literacy Issue), 159 (4): 372-384.
Parrila, R. & McQuarrie, L. (2014). Cognitive processes and academic achievement: Multiple systems model of academic achievement. In T. C. Papadopoulos, R. K. Parrila, and J.R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A Tribute To J. P. Das. (pp. 79 -95). San Diego, CA: Elsevier.
Abbott, M. & McQuarrie, L. (2014). Equitable assessment for hearing and deaf English language learners: An investigation of the impact of verbal load on PASS processes. In T. C. Papadopoulos, R. K. Parrila, and J.R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A Tribute To J. P. Das. (pp. 291 -308). San Diego, CA: Elsevier.
McQuarrie, L. & Abbott, M. (2013). Bilingual deaf students’ phonological awareness in ASL and reading skills in English. Sign Language Studies (Special Issue on Assessment) 14 (1), 80-100. DOI: 10.1353/sls.2013.0028
McInnes, A., McQuarrie, L., & Nocente, N. (2013). Building Capacity in Secondary Teachers to Support Struggling Readers – The Advancing Adolescent Reading Initiative (AARI). Proceedings of the 11th Annual Hawaii International Conference on Education, (pp. 1856-1869), Honolulu, Hawaii.
McQuarrie, L., & Nocente, N. , McInnes, A., Parrila, R., & Hitschfeld, M. (2013). Moving the Needle on Adolescent Literacy through Teacher Professional Development. Proceedings of the 11th Annual Hawaii International Conference on Education, (pp. 2069-2081), Honolulu, Hawaii.
Abbott, M. & McQuarrie, L. (2013). The Development of a Computerized Assessment of English Language Learners’ Reading-related Cognitive Processes. Proceedings of the 11th Annual Hawaii International Conference on Education, (pp. 2304-2322), Honolulu, Hawaii.
McQuarrie, L., & Rohatyn, N. (2013). Professional Development for Classroom Teachers: Supporting Inclusive Practice for Deaf and Hard of Hearing Learners. Proceedings of the 11th Annual Hawaii International Conference on Education, (pp. 2056-2068), Honolulu, Hawaii.
McQuarrie, L. (2012). Building Brighter Futures For Children And Youth Who Are Deaf Or Hard-Of-Hearing In Alberta: A Research Review and Provincial Report. Edmonton, AB: Alberta Education.
McQuarrie, L., Abbott, M., & Spady, S., (2012). American Sign Language Phonological Awareness: Test Development and Design. Proceedings of the 10th Annual Hawaii International Conference on Education, (pp. 142-158), Honolulu, Hawaii.
McQuarrie, L., & Abbott, M. (2012). Regularity Effects in Word Reading of Skilled Deaf Readers, Proceedings of the 10th Annual Hawaii International Conference on Education, (pp. 159-181), Honolulu, Hawaii.
McQuarrie, L.M, & McRae, P. (2010). A provincial perspective on differentiated instruction: The Alberta initiative for school improvement (AISI). Journal of Applied Research on Learning, 3 (4). 4, 1-18.
Parrila, R., McQuarrie, L., Klassen, R., Georgiou, G., and Odishaw, J. (2010). Effective Interventions for Adolescent Struggling Readers: A Research Review with Implications for Practice. Edmonton, AB: Alberta Education.
McQuarrie, L., Parrila, R., Odishaw, J., Barber, J., Hitchfeld, M., and Willaims, J. (2010). Exemplar Alberta Schools: A Case Study of Foothills Academy. Edmonton, AB: Alberta Education.
McQuarrie, L., & Parrila, R. K. (2009). Deaf children’s awareness of phonological structure: Rethinking the ‘functional-equivalence’ hypothesis. Journal of Deaf Studies and Deaf Education. 14(2):137-154.
McQuarrie, L. (2008). Phonology and Deaf Readers: New Insights on an Old Debate. Saarbrucken, Germany: Verlag Dr. Muller Aktiengesellschaft.
McIntyre, L., Protz, S., & McQuarrie, L. (2008). Exploring the Potential of LiPS Instruction for Beginning Readers. Developmental Disabilities Bulletin, 36 (1 & 2), 18-48.
McQuarrie, L., McRae, P., & Stack-Cutler, H. (2008). Choice, complexity, creativity: Differentiated instruction provincial research review. Edmonton, AB: Alberta Education.
Parrila, R., Kirby, J., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8 (1), 3-26.
- EDPY 621 Advanced Seminar in Special Education
- EDPY 566 Problems & Issues in Special Education: Prevalence of Exceptionalities and Professional Practice
- EDPY 569 Language & Literacy Development with Deaf and Hard of Hearing Students
- EDU 593 Differentiated Instruction
- EDPY 458 Assessment and Programming for Children with Specific Reading Disability
- EDPY 470 Deaf Education: An Introduction and Survey
- EDPY 472 Introduction to Language Development