Lesly Wade-Woolley, BA, MA, PhD

Associate Professor with Tenure, Faculty of Education - Educational Psychology Dept
Interim Grad Coordinator, Faculty of Education - Educational Psychology Dept

Contact

Associate Professor with Tenure, Faculty of Education - Educational Psychology Dept
Email
wadewool@ualberta.ca

Interim Grad Coordinator, Faculty of Education - Educational Psychology Dept
Email
wadewool@ualberta.ca

Overview

About

At U Alberta since July 2019. Formerly at Queen's University in the Faculty of Education, and at the University of South Carolina in the Department of Communication Sciences and Disorders. 

Past president of the Society for the Scientific Study of Reading.

Spinner, weaver, aficionado of murder mysteries. 


Research

Research interests include:

  • Reading development and reading disorders.
  • Language bases of literacy development, with a special interest in prosody, or speech rhythm.
  • Developmental language disorder and its relationship with co-occurring reading disorders.
  • Professional development of teachers around reading and writing.
  • Science communication.


Courses

EDPY 577 - Word Reading Difficulties: From Assessment to Intervention

This course provides an understanding of word reading development and difficulties from the cognitive and educational psychology point of views. Restricted to course-based MEd Special Education Cohort students. EDPY 577 is the 4th course in the prescribed sequence. Prerequisite: EDPY 553. Students will not receive credit for both EDPY 597: Word Reading Difficulties: From Assessment to Intervention and EDPY 577.


Browse more courses taught by Lesly Wade-Woolley

Publications

Prosodic competence as a missing component of reading processes: Evidence across languages.

Author(s): Wade-Woolley, L., Wood, C., Chan, J. S., & Weidman, S.
Publication Date: 10/26/2021
Publication: Scientific Studies of Reading
DOI: 10.1080/10888438.2021.1995390

Prosody and punctuation ability in adult readers.

Author(s): Heggie, L. & Wade-Woolley, L.
Publication Date: 2018
Publication: Reading Psychology
Volume: 39
Page Numbers: 188-215
DOI: 10.1080/02702711.2017.1413021

Reading longer words: Insights into multisyllabic word reading.

Author(s): Heggie, L. & Wade-Woolley, L.
Publication Date: 2017
Publication: Perspectives of the ASHA Special Interest Groups
Volume: 2
Page Numbers: 86-94
DOI: 10.1044/persp2.SIG1.86

Prosodic and phonemic awareness in children’s reading of long and short words.

Author(s): Wade-Woolley, L.
Publication Date: 2016
Publication: Reading and Writing: An Interdisciplinary Journal,
Volume: 29
Page Numbers: 371-382
DOI: 10.1007/s11145-015-9600-1

The contributions of prosodic and phonological awareness to reading: A review.

Author(s): Wade-Woolley, L. & Heggie, L.
Publication Date: 2016
Publication: In J. Thomson & L. Jarmulowicz (Eds.) Linguistic Rhythm and Literacy. John Benjamins Publishers: New York.

Implicit knowledge of word stress and derivational morphology guides skilled readers’ decoding of unfamiliar words.

Author(s): Wade-Woolley, L. & Heggie, L.
Publication Date: 2015
Publication: Scientific Studies of Reading
Volume: 19
Page Numbers: 21-30
DOI: 10.1080/10888438.2014.947647