Lynn McQuarrie, PhD
Pronouns: she/her
Contact
Professor and David Peikoff Chair in Deaf Studies, Faculty of Education - Educational Psychology Dept
- lmm5@ualberta.ca
- Address
-
5-125 Education Centre - North
8730 - 112 St NWEdmonton ABT6G 2G5
Overview
Area of Study / Keywords
reading acquisition; signed language assessment
About
Lynn McQuarrie, PhD, is a Professor of Educational Psychology in the Faculty of Education at the University of Alberta and holds a dual appointment as the David Peikoff Endowed Chair in Deaf Studies and Interim Director of the Western Canadian Centre for Deaf Studies (WCCDS).
Research
Dr. Lynn McQuarrie’s research explores dual language (ASL – English) learning in deaf children and how signed and spoken languages interact to support reading acquisition. Her research has been funded through the Social Sciences and Humanities Research Council of Canada and the National Science Foundation in the United States. A former classroom teacher, Lynn has worked extensively with young bilingual deaf children in a variety of educational contexts throughout Canada and internationally.
For information on current research projects please see the WCCDS website at www.wccds.ualberta.ca
Courses
EDPY 556 - Issues and Trends in Special Education: Prevalence of Exceptionalities and Professional Practice
Aspects of theory, research and professional practice within the field of special education will be examined in this class. All special needs and developmental disorders are considered, particularly in the realm of theory/practice relationships. Such issues as program evaluation, integration, personnel preparation, and the identification of special needs will be considered. Validity of current practices and beliefs will be addressed through reviews of research, theory, and legislation/policy and the relationship between these areas and professional practice. EDPY 556 is the first course in the prescribed sequence for the Special Education Cohort students.
Featured Publications
Assessing ASL: Comprehension, Narrative, and Phonological Awareness.
McQuarrie, L., & Enns,
New York,NY: Routledge, Taylor & Francis Group. . 2021 January; In C. Enns, J. Henner, L. McQuarrie (Eds.), Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister.
Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister
Enns, C., Henner, J., & McQuarrie, L.
New York,NY: Routledge, Taylor & Francis Group. . 2021 January;
Language assessment: Links to literacy for bilingual learners.
Enns, C., & McQuarrie, L.
In S. Easterbrooks & H. Dostal (Eds.), Oxford Handbook of Deaf Studies in Literacy. New York, NY: Oxford University Press.. 2020 January;
Exploring Signed Language Assessment Tools Around the World.
Enns, C., Haug, T., Herman, R., Hoffmeister, R., Mann, W. & McQuarrie, L.
In M. Marschark, V. Lampropoulou & E.K. Skordilis (Eds.), Diversity in Deaf Education. New York, NY: Oxford University Press.. 2016 January;
Cognitive processes and academic achievement: Multiple systems model of academic achievement
Parrila, R. & McQuarrie, L.
In T. C. Papadopoulos, R. K. Parrila, and J.R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A Tribute To J. P. Das. San Diego, CA: Elsevier.. 2014 January;
Equitable assessment for hearing and deaf English language learners: An investigation of the impact of verbal load on PASS processes
Abbott, M. & McQuarrie, L.
In T. C. Papadopoulos, R. K. Parrila, and J.R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A Tribute To J. P. Das. San Diego, CA: Elsevier.. 2014 January;
Literacy and linguistic development in bilingual deaf children: Implications of the ‘and’ for phonological processing
McQuarrie, L. & Parrila, R.
American Annals of the Deaf . 2014 January; 159 (4):372-384
Bilingual deaf students’ phonological awareness in ASL and reading skills in English
McQuarrie, L. & Abbott, M.
Sign Language Studies . 2013 January; 14 (1):80-100
Deaf children’s awareness of phonological structure: Rethinking the ‘functional-equivalence’ hypothesis.
McQuarrie, L., & Parrila, R.
Journal of Deaf Studies and Deaf Education. 2009 January; 14 (2):137-154