Damien Cormier, PhD, RPsych

Associate Professor & Director of Training, Faculty of Education - Educational Psychology Dept

Contact

Associate Professor & Director of Training, Faculty of Education - Educational Psychology Dept
Email
dcormier@ualberta.ca
Address
6-133 Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Overview

About

PhD, University of Minnesota, School Psychology (APA & NASP Accredited) 

MA, University of Minnesota, School Psychology 

BA (Hons), University of Manitoba, Psychology 


Research
Psychological and Educational Assessment
What are the key variables that lead to meaningful educational decisions for students? How can we increase the efficiency and the effectiveness of our psychological and educational assessments? Some of my work to date has focused on improving the ways we collect educational data; whereas others have focused on the practices of psychologists when they use standardized measures (e.g., IQ tests). 

Financial Literacy
How can we improve the financial outcomes of current and future generations? What is the best way to reach young people to increase their financial literacy? Working from a foundation in behavioural economics and finance, I believe that research grounded in educational psychology can make a significant contribution to this area of research. Currently, I have two branches of research related to financial literacy—one focuses on understanding the needs of young people; the other is to improve the financial literacy of all Canadians. 

Learning and Development  
What processes can be explained by developmental models? How can we optimize learning? I have attempted to answer these questions by investigating the influence of specific cognitive abilities on learning in key curricular areas (reading, math, writing). In addition, I have examined the influence of language development and acculturation on learning and development. Future projects in this area will likely include a focus on gifted students. 

Announcements

I am currently accepting M.Ed. and Ph.D. students who are applying to the School and Clinical Child Psychology program. 

I am not accepting students applying to other programs. 

Publications

An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness
Author(s): Nelson, P. M., Van Norman, E. R., Parker, D. C., & Cormier, D. C.
Publication Date: 2019
Publication: Journal of Applied School Psychology
Page Numbers: 1-23

Gated screening frameworks for academic concerns: the influence of redundant information on diagnostic accuracy outcomes
Author(s): Van Norman, E. R., Nelson, P. M., Klingbeil, D. A., Cormier, D. C., & Lekwa, A. J.
Publication Date: 2019
Publication: Contemporary School Psychology
Volume: 23
Issue: 2
Page Numbers: 152-162

The Impact of Item Stem Format on the Dimensional Structure of Mathematics Assessments
Author(s): Kan, A., Bulut, O., & Cormier, D. C.
Publication Date: 2019
Publication: Educational Assessment
Volume: 24
Issue: 1
Page Numbers: 13-32

Validity evidence for progress monitoring with Star Reading: Slope estimates, administration frequency, and number of data points
Author(s): Bulut, O., & Cormier, D. C.
Publication Date: 2019
Publication: Frontiers in Education
Volume: 68
Issue: 3

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations
Author(s): Cormier, D. C., Bulut, O., Singh, D., Kennedy, K. E., Wang, K., Heudes, A., & Lekwa, A. J.
Publication Date: 2018
Publication: Journal of Psychoeducational Assessment

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much is Enough?
Author(s): Cormier, D. C., Van Norman, E. R., Cheong, C., Kennedy, K., Bulut, O., & Mrazik, M.
Publication Date: 2018
Publication: Canadian Journal of School Psychology

Revisiting the Relationships Between Broad Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years
Author(s): Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A.
Publication Date: 2016
Publication: Journal of Psychoeducational Assessment

Screening for Mathematics Deficits: An Examination of the Relationship between Computation, Problem Solving and Reading
Author(s): Cormier, D. C., Yeo, S., Christ, T. J., Offrey, L., & Pratt, K.
Publication Date: 2016
Publication: Exceptionality

The Influences of Cultural Loading and Linguistic Demand on Cognitive Test Scores
Author(s): Cormier, D. C., McGrew, K. S., Ysseldyke, J. E.
Publication Date: 2014
Publication: Journal of Psychoeducational Assessment

A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules
Author(s): Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A.
Publication Date: 2013
Publication: Journal of School Psychology
Volume: 51
Issue: 1
Page Numbers: 1-18

Assessment of ecological factors as an integral part of academic and mental health consultation
Author(s): Ysseldyke, J., Lekwa, A. J., Klingbeil, D. A., & Cormier, D. C.
Publication Date: 2012
Publication: Journal of Educational and Psychological Consultation
Volume: 21
Issue: 1
Page Numbers: 21-43

Curriculum Based Measurement of Oral Reading (CBM-R): An Evaluation of Linear Expectations for Growth
Author(s): Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. C.
Publication Date: 2010
Publication: School Psychology Review