Lynn McQuarrie

Professor & David Peikoff Chair of Deaf Studies, Faculty of Education - Educational Psychology Dept

Contact

Professor & David Peikoff Chair of Deaf Studies, Faculty of Education - Educational Psychology Dept
Email
lynn.mcquarrie@ualberta.ca
Phone
(780) 492-1146
Address
5-125 Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Overview

Research
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.

For information on current research projects please see the WCCDS website at www.wccds.ualberta.ca 

Courses

EDPY 470 - Deaf Education: An Introduction and Survey

This course provides a general understanding of the development and education of deaf and hard of hearing children highlighting the impact that deafness has upon both the process and products of language development. Students may not receive credit for both EDPY 470 and EDPSY 449.

Winter Term 2021

Browse more courses taught by Lynn McQuarrie

Publications

Language assessment: Links to literacy for bilingual learners.
Author(s): Enns, C., & McQuarrie, L.
Publication Date: 2020
Publication: In S. Easterbrooks & H. Dostal (Eds.), Oxford Handbook of Deaf Studies in Literacy. New York, NY: Oxford University Press.

Assessing ASL: Comprehension, Narrative, and Phonological Awareness.
Author(s): McQuarrie, L., & Enns,
Publication Date: 2020
Publication: New York,NY: Routledge, Taylor & Francis Group.

Exploring Signed Language Assessment Tools Around the World.
Author(s): Enns, C., Haug, T., Herman, R., Hoffmeister, R., Mann, W. & McQuarrie, L.
Publication Date: 2016
Publication: In M. Marschark, V. Lampropoulou & E.K. Skordilis (Eds.), Diversity in Deaf Education. New York, NY: Oxford University Press.
Page Numbers: 171-218.

Cognitive processes and academic achievement: Multiple systems model of academic achievement
Author(s): Parrila, R. & McQuarrie, L.
Publication Date: 2014
Publication: 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.
Page Numbers: 79 -100.

Equitable assessment for hearing and deaf English language learners: An investigation of the impact of verbal load on PASS processes
Author(s): Abbott, M. & McQuarrie, L.
Publication Date: 2014
Publication: 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.
Page Numbers: 291-308.

Literacy and linguistic development in bilingual deaf children: Implications of the ‘and’ for phonological processing
Author(s): McQuarrie, L. & Parrila, R.
Publication Date: 2014
Publication: American Annals of the Deaf
Volume: 159
Issue: 4
Page Numbers: 372-384

Bilingual deaf students’ phonological awareness in ASL and reading skills in English
Author(s): McQuarrie, L. & Abbott, M.
Publication Date: 2013
Publication: Sign Language Studies
Volume: 14
Issue: 1
Page Numbers: 80-100

Deaf children’s awareness of phonological structure: Rethinking the ‘functional-equivalence’ hypothesis.
Author(s): McQuarrie, L., & Parrila, R.
Publication Date: 2009
Publication: Journal of Deaf Studies and Deaf Education
Volume: 14
Issue: 2
Page Numbers: 137-154