Catherine M. Bohn-Gettler - Wichita State University

CURRICULUM VITA

Catherine M. Bohn-Gettler CONTACT INFORMATION Department of Counseling, Educational Leadership, Educational and School Psychology Campus Box 142 104 Hubbard Hall 1845 N. Fairmount St. Office: (316) 978-5107 Wichita State University Cell: (612) 237-4587 Wichita, KS 67260 Email: [email protected] ACADEMIC BACKGROUND University of Minnesota (Minneapolis, MN) Ph.D. in Educational Psychology, with a focus on Child Development, July 2007 Dissertation Title: Event-Indexing Across Development University of Minnesota (Minneapolis, MN) M.A. in Educational Psychology, January 2005 University of Notre Dame (Notre Dame, IN) B.A. in Psychology, May 2002 EMPLOYMENT HISTORY 2013-current Associate Professor of Educational Psychology, Wichita State University 2007-2013 Assistant Professor of Educational Psychology, Wichita State University 2005-2006 Graduate Instructor, University of Minnesota 2004-2007 NIH Trainee, Center for Cognitive Sciences, University of Minnesota 2002-2004 Research Assistant, University of Minnesota TEACHING EXPERIENCE 2011-current Professor for CESP 728: Theories of Early Childhood Development 2008-current Professor for CESP 704: Introduction to Educational Statistics 2008-current Professor for CESP 433: Introduction to Learning and Evaluation 2007-current Professor for CESP 728: Theories of Human Development 2007-current Professor for CESP 831: Social Psychology of Education 2005-2006 Instructor for EPsy 5261: Introductory Statistical Methods 2004-current Mentoring undergraduate psychology research, including senior theses 2007-current Mentoring and chairing Master’s thesis projects in Educational Psychology 2004 Teaching Assistant for EPsy 8262: Multiple Regression and ANOVA 2004 Lab instructor for EdHD 5001: Learning, Cognition, and Assessment 2003 Teaching Assistant for EPsy 5135: Human Relations Workshop

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HONORS AND AWARDS 2010 Outstanding Research Faculty Award, Wichita State University 2009 UKLA Wiley-Blackwell Research in Literacy Education Award 2008-2009 Nominations to the Academy of Effective Teaching, Wichita State University 2008 New Faculty Mentoring Program. American Educational Research Association, Division C – Learning & Instruction 2007 Graduate Student Research Award, University of Minnesota, Department of Educational Psychology 2007 Graduate Student Teaching Award, University of Minnesota, Department of Educational Psychology 2004-2007 Recipient of NIH Training Grant – Center for Cognitive Sciences 2003 Priscilla Hawn Endowed Fellowship 2002 Finalist for the National Reading Conference Outstanding Student Award RESEARCH GRANTS 2012 “The Importance of Mood in Reading Comprehension.” Award for Research/Creative Projects in Summer, Wichita State University. 2009 “Monitoring Changes During Reading.” Faculty Scholarship Award, College of Education, Wichita State University. 2007-2008 “Improving Comprehension: The Event-Indexing Model.” University Research/Creative Projects Award, Wichita State University CURRICULAR GRANTS 2012 Grant to Support Development of Online Courses, College of Education, Wichita State University 2010-2011 Curriculum Development Award, College of Education, Wichita State University 2010 ReBoot Camp for online course development, Wichita State University UNIVERSITY SERVICE 2012-current Department Marketing Committee (Chair), Wichita State University 2012 Search Committee for Educational Leadership, Wichita State University 2011-2012 University Brand Experience Task Force, Wichita State University 2011 College Facilities Planning Committee (ad hoc), Wichita State University 2010-current College Technology Committee, Wichita State University 2010-current Department Graduate Faculty Status Review Committee, Wichita State University 2010-2012 College Curriculum Committee, Wichita State University 2009-current Educational Psychology Program Advisory Committee, Wichita State University 2007-current Department Travel committee (member and chair), Wichita State University 2006-2007 Search Committee for Educational Psychology, University of Minnesota 2004-2006 Mentor for new graduate students, University of Minnesota 2004-2005 Chair of Academic Atmosphere Committee, Center for Cognitive Science, University of Minnesota 2004-2005 Student Representative, Center for Cognitive Sciences, University of Minnesota 2003-2007 Colloquia Committee, Center for Cognitive Sciences, University of Minnesota 2003-2004 Text Comprehension Lab Group Coordinator, University of Minnesota August, 2013

PROFESSIONAL SERVICE 2013-current 2013-current 2012-current 2012-current 2012-current 2011-current 2010-current 2010 2008-current 2008, March

Editorial Board for Discourse Processes Governing Board for the Society for Text and Discourse Manuscript reviewer for Journal of Educational Psychology Manuscript reviewer for Educational Researcher Manuscript reviewer for Spanish Journal of Psychology Manuscript reviewer for Journal of Experimental Child Psychology Manuscript reviewer for Journal of Research in Reading Reviewer of conference proposals for the Cognitive Science Society Manuscript reviewer for Discourse Processes Session chair. Reading and Comprehension 2: Activity, Ability, Achievement, and Appreciation. Session Chair at the annual meeting of the American Educational Research Association, New York, NY 2007-current Reviewer of conference proposals for the American Educational Research Association 2006-current Reviewer of conference proposals for the Society for Text and Discourse PROFESSIONAL SOCIETIES 2011-current 2009-current 2008-current 2005-2008 2004-current 2003-current 2003-2008 2003-current 2001-current

National Consortium for Instruction and Cognition Psychonomic Society Association for Psychological Science Society for Research in Child Development Society for Text and Discourse American Psychological Association International Reading Association American Educational Research Association Psi Chi National Honor Society in Psychology

RESEARCH INTERESTS Using

verbal protocols, assessments, and behavioral methodologies, I study how social/emotional processes interact with cognitive factors to affect comprehension development. This work examines how mood affects reading strategies, the text components that children and adults monitor during reading, predictors of comprehension across development, reading goals, and how social factors such as dominance and resource control relate to comprehension. This work is used to inform and test interventions in laboratory and real-world settings.

August, 2013

PUBLICATIONS Bohn-Gettler, C. M., & Pellegrini, A. D. (in press). Recess in primary school: The disjuncture between educational policy and scientific research. In B.H. Bornstein & R.L. Weiner (Eds.), Justice, conflict, and well-being: Interdisciplinary perspectives. New York: Springer. Bohn-Gettler, C. M., & Rapp, D. N. (in press). Emotions in reading and writing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of Emotions in Education. Taylor and Francis. Bohn-Gettler, C. M., & Pellegrini, A. D. (2013). The benefits of recess in primary school. Scholarpedia, 8(2), 30448. McMaster, K.L., van den Broek, P., Espin, C., White, M.J., Rapp, D. N., Kendeou, P., BohnGettler, C.M., & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22(1), 100-111. doi: 10.1016/j.lindif.2011.11.017 Bohn-Gettler, C. M., & Rapp, D. N. (2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology, 103(3), 562-577. doi: 10.1037/a0023458 Bohn-Gettler, C. M., Rapp, D. N., van den Broek, P., Kendeou, P., & White, M.J. (2011). Adults’ and children’s monitoring of story events in the service of comprehension. Memory & Cognition, 39, 992-1011. doi: 10.3758/s13421-011-0085-0 Kendeou, P. Bohn-Gettler, C.M., & Fulton, S. (2011). What we have been missing: The role of goals in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text (pp. 375-394). Greenwich, CT: Information Age Publishing. Pellegrini, A. D., Bohn-Gettler, C.M., Dupuis, D., Hickey, M., Roseth, C., & Solberg, D. (2011). An empirical examination of sex differences in scoring preschool children’s aggression. Journal of Experimental Child Psychology, 109, 232-238. doi: 10.1016/j/jecp.2010.11.003 Pellegrini, A., Van Ryzin, M. J., Roseth, C., Bohn-Gettler, C. M., Dupuis, D., Hickey, M., & Peshkam, A. (2011). Behavioral and social cognitive processes in preschool children’s social dominance. Aggressive Behavior, 37, 248-257. doi: 10.1002/ab.20385 Roseth, C.J., Pellegrini, A., Dupuis, D.N., Bohn-Gettler, C.M., Hickey, M.C., Hilk, C.L., & Peshkam, A.D. (2011). Preschoolers’ bistrategic resource control, reconciliation, and peer regard. Social Development, 20, 185-211. doi:10.1111/j.1467-9507.2010.00579x

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van den Broek, P., Bohn-Gettler, C. M., Kendeou, P., Carlson, S., & White, M. J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text (pp. 123-140). Greenwich, CT: Information Age Publishing. Bohn-Gettler, C.M., Pellegrini, A.D., Dupuis, D., Hickey, M., Hou, Y., Roseth, C., & Solberg, D. (2010). A longitudinal study of preschoolers’ sex segregation. Journal of Comparative Psychology, 124(4), 219-228. doi: 10.1037/a0018083 Pellegrini, A.D., Long, J.D., Solberg, D., Roseth, C., Dupuis, D., Bohn, C., & Hickey, M. (2010). Bullying and social status during school transitions. In S.R. Jimerson, S.M. Swearer, & D.L. Espelange (Eds.), Handbook of Bullying in Schools: An International Perspective (pp. 199-210). New York, NY: Routledge. Kendeou, P., Bohn-Gettler, C.M., White, M.J., & van den Broek, P. (2008). Children's inference generation across different media. Journal of Research in Reading, 31, 259272. doi: 10.1111/j.1467-9817.2008.00370.x Roehrig, A.D., Bohn, C.M., Turner, J.E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education, 24, 684702. doi: 10.1016.j.tate.2007.02.008 Roseth, C.J., Pellegrini, A.D., Dupuis, D.N., Bohn, C.M., Hickey, M.C., Hilk, C.L., & Peshkam, A. (2008). Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition. Behaviour, 145, 1601-1626. doi: 10.1163/156853908786131333 Pellegrini, A.D., Long, J.D., Roseth, C.J., Bohn, C.M., & Van Ryzin, M. (2007). A short-term longitudinal study of preschoolers’ (homo sapiens) sex segregation: The role of physical activity, sex, and time. Journal of Comparative Psychology, 121¸ 282-289. doi: 10.1037/0735-7036.121.3.282 Pellegrini, A.D., Roseth, C.J., Mliner, S., Bohn, C.M., Van Ryzin, M., Vance, N., Cheatham, C.L., and Tarullo, A. (2007). Social Dominance in Preschool Classrooms. Journal of Comparative Psychology, 121, 54-64. doi: 10.1037/0735-7036.121.1.54 Roseth, C.J., Pellegrini, A.D., Bohn, C.M., Van Ryzin, M., & Vance, N. (2007). Preschoolers’ aggression, affiliation, and social dominance relationships: An observational, longitudinal study. Journal of School Psychology, 45, 479-497. doi: 10.1016/j.jsp.2007.02.008 Ediger, K., Willcutt, J.R., & Bohn, C.M. (2005). Research-based practices for oral language development. In C. Collins and S. Israel (Eds.), Reading First and Beyond: A Guide for Teachers (pp. 13-28). Thousand Oaks, CA: Corwin Press. Pellegrini, A.D., & Bohn, C.M. (2005). The role of recess in children’s cognitive performance and school adjustment. Educational Researcher, 34, 13-19. doi: 10.3102/0013189X034001013

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Bohn, C.M., Roehrig, A.D., & Pressley, M. (2004). The first days of school in the classrooms of two more effective and four less effective primary-grades teachers. Elementary School Journal, 104, 269-287. Pressley, M., Roehrig, A.D., Raphael, L.M., Dolezal, S.E., Bohn, C.M., Mohan, L., WhartonMcDonald, R., Bogner, K., & Hogan, K. (2003). Teaching processes in elementary and secondary education. In W.M Reynolds & G. Miller (Eds.), Handbook of Psychology, Educational Psychology, Vol. 7. (pp. 153-175). New York: John Wiley & Sons. NON-PEER-REVIEWED PUBLICATIONS Bohn, C.M. (2008). Event-indexing across development (Doctoral dissertation, University of Minnesota, 2007). Dissertation Abstracts International, 68(7-A), 2805.

MANUSCRIPTS UNDER REVIEW Bohn-Gettler, C.M., Kendeou, P. (under review). The interplay of reader goals, working memory, and text structure during reading. Journal of Contemporary Educational Psychology. Carlson, S. E., van den Broek, P., McMaster, K., White, M. J., Bohn-Gettler, C. M., Kendeou, P., Rapp, D. (under review). Effects of reading skill on inference generation during reading. Journal of Disability, Development and Education: Special Issue.

MANUSCRIPTS IN PROGRESS Bohn-Gettler, C. M. (in preparation). Tracking causal information during reading comprehension. Bohn-Gettler, C. M. (in preparation). Does monitoring event changes improve comprehension? Bohn-Gettler, C. M., & Mueller, M. K. (in preparation). The role of emotion on inferential processing. Bohn-Gettler, C. M., Rapp, D. N., White, M. J., van den Broek, P., & Kendeou, P. (in preparation). Age, skill, and working memory effects on inference generation. Goldberg, L. R., Parham, D. F., & Bohn-Gettler, C. M. (in preparation). Examining students’ competitive research presentations: Applying a SOTL framework to facilitate best practice.

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CONFERENCE PRESENTATIONS Bohn-Gettler, C. M. (2013, July). Does monitoring event changes improve comprehension? Paper submitted to the annual meeting of the Society for Text and Discourse, Valencia, Spain. Bohn-Gettler, C. M., & McCrudden, M. T. (2013, April). The effects of standards of coherence and standards of relevance on online reading processes. Paper to be presented at the annual meeting of the American Educational Research Association, San Francisco, California. Bohn-Gettler, C. M., & Mueller, M. K. (2013, April). Affective and cognitive interactions in inference generation. Poster to be presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Bohn-Gettler, C. M. (2012, July). Tracking causal information during reading comprehension. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Montreal, Canada. Bohn-Gettler, C. M., & Mueller, M. K. (2012, July). The interplay between mood and working memory on inference generation. Paper presented at the annual meeting of the Society for Text and Discourse, Montreal, Canada. Mueller, M. K., & Bohn-Gettler, C. M. (2012, April). Interactions between ease of bridging inference generation and working memory. Poster presented at the Graduate Research and Scholarly Project Symposium. Wichita State University, Wichita, KS. van den Broek, P., Kendeou, P., & Bohn-Gettler, C. M. (April, 2012). Revisiting the role of standards of coherence in reading comprehension. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. Mueller, M. K., & Bohn-Gettler, C. M. (2012, February). Improving reading: Understanding the role of working memory and ease of inference generation. Poster presented at the meeting of Capitol Graduate Research Summit, Topeka, KS. Bohn-Gettler, C. M., Daniel, F. K., Mueller, M. K., & McGee, N. (November, 2011). The effects of working memory and ease of generation on bridging inferences. Poster presented at the annual meeting of the Psychonomic Society, Seattle, WA. Bohn-Gettler, C. M., Rapp, D. N., White, M. J., Kendeou, P., & van den Broek, P. (July, 2011). Age, skill, and working memory effects on inference generation. Paper presented at the annual meeting of the Society for Text and Discourse, Poitiers, France. Clinton, V., Bohn-Gettler, C. M., Kendeou, P., van den Broek, P., McMaster, K., & Rapp, D. N. (July, 2011). The effects of a questioning-while-reading intervention on the eye movement of struggling adolescent readers. Poster presented at the annual meeting of the Society for Text and Discourse, Poitiers, France. August, 2013

Bohn-Gettler, C.M., & Kendeou, P. (April, 2011). Cognitive Processing of Expository Texts: Goals, Working Memory, and Text Structure. Poster presented at the Annual Meeting of American Educational Research Association, New Orleans, LA. Bohn-Gettler, C. M., & Rapp, D. N. (April, 2011). The effects of mood on moment-by-moment text comprehension. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Clinton, V., Bohn-Gettler, C.M., McMaster, K., Kendeou, P., van den Broek, P., & Rapp, D. N. (April, 2011). The effects of a questioning-while-reading intervention on eye movements of struggling adolescent readers. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Jennings, S., McDowell, K., Bohn-Gettler, C. M., & Carroll, J. (April, 2011). Individualizing vocabulary and fluency strategies increases reading comprehension in low-achieving third graders. Poster presented at a knowledge fair hosted by the Association for Childhood Education International, New Orleans, LA. Bohn-Gettler, C.M., & Kendeou, P. (August, 2010). The interplay of reader goals and text structure during reading. Paper presented at the annual meeting of the Society for Text and Discourse, Chicago, IL. Bohn-Gettler, C.M., & Rapp, D.N. (August, 2010). Processes and products of reading comprehension as a function of mood. Poster presented at the annual meeting of the Society for Text and Discourse, Chicago, IL. Mueller, M., & Bohn-Gettler, C.M. (April, 2010). The role of working memory on mood and comprehension. Poster presented at the annual Graduate Research and Scholarly Projects Symposium, Wichita State University, Wichita, KS. Bohn-Gettler, C.M., Rapp, D.N., Kendeou, P., White, M.J., & van den Broek, P. (July, 2009). Monitoring events in the service of comprehension. Paper presented at the annual meeting of the Society for Text and Discourse, Rotterdam. Carlson, S.E., van den Broek, P., McMaster, K., White, M.J., Kendeou, P., Bohn-Gettler, C.M., & Rapp, D.N. (July, 2009). Building a coherent representation during reading: Understanding inferences generated by early grade school struggling and non-struggling comprehenders. Poster presented at the annual meeting of the Society for Text and Discourse, Rotterdam. Elfenbein, A., Yussen, S., Landers, A., & Bohn-Gettler, C.M. (July, 2009). Error production and task instruction in online narrative comprehension. Poster presented at the annual meeting of the society for Text and Discourse, Rotterdam.

August, 2013

Carlson, S.E., van den Broek, P., McMaster, K., White, M.J., Kendeou, P, Bohn-Gettler, C.M., & Rapp, D.N. (July, 2009). Understanding inferences generated by early grade school students during a reading and causal questioning activity. Poster presented at the annual meeting of the Institute for Education Sciences Research Conference, Washington, DC. Bohn-Gettler, C.M., & Rapp, D.N. (April, 2009). Reader mood and text comprehension: An interdisciplinary investigation. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Roseth, C.J., Pellegrini, A.D., Dupuis, D.N., Bohn-Gettler, C.M., Hickey, M.C., Hilk, C.L., & Peshkam, A. (April, 2009). Natural conflict resolution among preschoolers: An observational, longitudinal study. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Carlson, S.E., van den Broek, P., McMaster, K., White, M.J., Bohn-Gettler, C.M., Kendeou, P., & Rapp, D. (March, 2009). Understanding inferences generated by early grade school students during a reading and causal questioning activity. Poster presented at the annual Center for Cognitive Sciences Research Day, University of Minnesota, Twin Cities. Bohn-Gettler, C.M., & Rapp, D.N. (July, 2008). Depending on my mood: Mood-driven influences on "strategic" processes of text comprehension. Paper presented at the annual meeting of the Society for Text and Discourse, Memphis, TN. Bohn-Gettler, C.M., & Rapp, D.N. (March, 2008). The products and processes of comprehension in middle school children and adults. Poster presented at the annual meeting of the National Consortium for Instruction and Cognition, New York, NY. White, M.J., van den Broek, P., McMaster, K., Rapp, D.N., Kendeou, P., Bohn, K., Carlson, S. (March, 2008). Using Cognitive Science to Inform Reading Comprehension Interventions for Struggling, Average, and Good Readers. Poster presented at the annual meeting of the American Educational Research Association, New York, NY. Hickey, M. C. Dupuis, D.N., Bohn, C.M., Pellegrini, A.D., Roseth, C., & Solberg, D. (2008, February). Language skills, social competence, and aggression in preschool. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA. McMaster, K.L., van den Broek, P., White, M.J., Bohn, K., Knutson, S., Espin, C., Rapp, D.N., & Kendeou, P. (June, 2007). Using cognitive science to inform reading comprehension: Interventions for struggling, average, and good readers. Poster presented at the annual meeting for the Institute for Educational Sciences, Washington, DC. Bohn, C.M., Rapp, D.N., van den Broek, P.W., Kendeou, P., & White, M.J. (April, 2007). Do children and adults rely on similar text dimensions when organizing memory for narratives? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

August, 2013

Bohn, C.M., Dupuis, D.N., Roseth, C.J., Pellegrini, A.D., Hilk, C.L., & Peshkam, A. (March, 2007). Defining preschool social dominance: Theory of mind and the mediating role of language. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA. Dupuis, D.N., Bohn, C.M., Hickey, M.C., Roseth, C., Pellegrini, A.D., Hilk, C.L., & Peshkam, A. (March, 2007). Establishing a relationship between theory of mind and social dominance in preschool aged children. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA. Merkle, A., van den Broek, P., Karageorgiou, E., Leuthold, A., Kendeou, P., Bohn, C., Seipel, B., Lynch, J., & Georgopoulos, A. (March, 2007). Cognitive and neural dynamics of inferential processes during reading. Poster presented at the Brain and Discourse Workshop, Leiden, Holland. Bohn, C.M., & Rapp, D.N. (July, 2006). Event-indexing in middle school children. Poster presented at the sixteenth annual meeting of the Society of Text and Discourse, Minneapolis, MN. Kendeou, P., van den Broek, P., Rapp, D. N., McMaster, K., White, M., & Bohn, C. (July, 2006). Independent contribution of reader and text characteristics during reading: Evidence from eye-tracking. Poster presented at sixteenth annual meeting of the Society of Text and Discourse, Minneapolis, MN. Kendeou, P., van den Broek, P., Rapp, D.N., McMaster, K., White, M., & Bohn, K. (2006, May). The role of readers' working memory and text genre on reading comprehension. Poster presented at the annual meeting of the Association for Psychological Science, New York City, NY. Bohn, C.M., Kendeou, P., van den Broek, P., McMaster, K., & Rapp, D. (May, 2006). What do eye-movements reveal about struggling, average, and good readers? Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL. Bohn, C.M., & Rapp, D.N. (April, 2006). The development of narrative comprehension: Utilization of the event-indexing model. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. Bohn, C.M. (February, 2006). Using eye-tracking to inform the development of reading comprehension interventions for struggling, average, and good readers. Paper presented at the annual research forum of the Minnesota chapter of Phi Delta Kappa, Minneapolis, MN. Kendeou, P., van den Broek, P., Lewis, A., Bohn, C.M., & Lynch, J. (August, 2005). The relation between basic language skills and comprehension skills from kindergarten to second grade. Poster presented at the biennial meeting of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.

August, 2013

Bohn, C.M., & Rapp, D. N. (May, 2005). Children’s comprehension of stories: Developmental trends in the event-indexing model. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL. Bohn, C.M. (April, 2005). Developing interventions to improve reading comprehension. Paper presented at the annual research forum of the Minnesota chapter of Phi Delta Kappa, Minneapolis, MN. Bohn, C.M., Roseth, C., & Pellegrini, A.D. (April, 2005). Aggression, prosocial behavior, and popularity as predictors of dominance in preschoolers. Poster presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA. Kendeou, P., Bohn, C., Koch, A., White, M., & van den Broek, P. (2005, April). Inference generation and narrative comprehension in young children. Poster presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Roseth, C., Bohn, C.M., & Pellegrini, A.D. (April, 2005). Social dominance in preschoolers: The mediating role of prosocial behavior. Poster presented at biennial meeting of the Society for Research in Child Development, Atlanta, GA. Bohn, C.M., Yussen, S.R., & Pellegrini, A.D. (December, 2004). Literacy initiatives at the top 50 education schools. Paper presented at the annual meeting of the National Reading Conference, San Antonio, FL. Bohn, C.M., Yussen, S.R., & Pellegrini, A.D. (March, 2004). University roles and activities in literacy. Poster presented at the annual Educational Psychology Graduate Student Research Day, Minneapolis, MN. Bohn, C.M., Roehrig, A.D., & Pressley, M. (April, 2003). How exemplary and typical earlyprimary teachers start the year. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL. Roehrig, A.D., & Bohn, C.M. (April, 2003). Assessing the effects of mentoring on beginning early-primary teacher effectiveness, student engagement, and literacy achievement. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL. Roehrig, A.D.; Dolezal, S.E.; Mohan-Welsh, L., Bohn, C.M., & Pressley, M. (April, 2003). The development of a tool to assess the quality of early-primary grad teachers’ classroom practices. Poster presented at that annual conference of the American Educational Research Association, Chicago, IL. Bohn, C.M. (March, 2003). Effective teaching practices: A comparison of the first days of school. Poster presented at the annual Educational Psychology Graduate Student Research Day, Minneapolis, MN.

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Roehrig, A.D., & Bohn, C.M. (December, 2002). The effects of mentoring on beginning earlyprimary teacher effectiveness, student engagement, and literacy achievement. Paper presented at the annual meeting of the National Reading Conference, Miami, FL. Roehrig, A.D., Dolezal, S., Welsh, L.M., Bohn, C.M., & Pressley, M. (December, 2002). Assessing the quality of early-primary grade teachers' classroom behaviors. Paper presented at the annual meeting of the National Reading Conference, Miami, FL. Roehrig, A.D., Dolezal, S., Welsh, L.M., Pressley, M, & Bohn, C.M. (July, 2002). Teaching strategies for high student engagement, learning, and self-regulation in early elementary classrooms. Poster presented at the Indiana Reading Excellence Action Demonstration Program Conference, Notre Dame, IN. Roehrig, A.D., & Bohn, C.M. (December, 2001). Exemplary teachers as models and mentors: What we learned during the development of an alternative mentoring program. Paper presented at the annual conference of the National Reading Conference, San Antonio, TX.

August, 2013