Martin-Chang, S., *Kozak, S., *Levesque, K.C., Calarco, N., Mar, R. (2021). What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction. Reading and Writing.
2020
Segal, A., Martin-Chang, S., & *Patel, S. (in press). You Wrote the Right Letter for the Right Sound!” Parents Reading Related Knowledge and Feedback in Writing Contexts. Merrill-Palmer Quarterly.
*Tremblay, B. *Rodrigues, M.L. & Martin-Chang (2020). From storybooks to novels: A retrospective approach linking print exposure in childhood to adolescence. Frontiers.
*Patel, S., *Segal., A., Martin-Chang, S. (2020). “I Love this story!” Examining Parent-Child Interactions During Storybook Reading. Early Education and Development.
2019
Martin-Chang, S., *Kozak, S. & *Rossi, M. (2019). Time to read: Print exposure and reading speed. Journal of Reading and Writing.
*Segal, A., & Martin-Chang, S. (2019). “What does an O say when there’s no E at the end?” Parents’ reading-related knowledge and feedback during child-to-parent reading. Journal of Research in Reading, 42, 349-370. doi: 10.1111/1467-9817.12272.
*Kozak, S., & Martin-Chang, S. (2019). Preservice teacher knowledge, print exposure and planning for instruction. Reading Research Quarterly, 54, 323-338. doi: 10.1002/rrq.240
*Rossi, M., Martin-Chang, S., & Ouellette, G. (2019). Exploring the space between good and poor spelling: Orthographic quality and reading speed. Scientific Study of Reading, 23, 192-20. doi: 10.1080/10888438.2018.1508213.
2018
*Segal, A., & Martin-Chang S. (2018) The apple doesn’t fall from the tree: Parents’ reading-related knowledge and children’s reading outcomes. Reading and Writing, 31, 1231-1247.
*Segal, A., Howe, N.,*Persram, R., Martin-Chang, S. & Ross, H., (2018). I’ll show you how to write my name: The contribution of naturalistic sibling teaching to the home literacy environment. Reading Research Quarterly, 53, 391-404. doi: 10.1002/rrq.199.
2017
Martin-Chang, S. (2017). Learning to read with and without feedback, in and out of context. Journal of Educational Psychology, 109, 233-244. doi: 10.1037/edu0000131
Martin-Chang, S., Ouellette, G, & *Bond, L. (2017) Differential effects of context and feedback on orthographic learning. How good is enough. Scientific Studies of Reading, 21,17-31. doi.org/10.1080/10888438.2016.1263993
Ouellette, G., Martin-Chang. S., & *Rossi, M. (2017) Learning from Our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading, 21,350-357. doi.org/10.1080/10888438.2017.1306064
2016
Washburn, E., Binks-Cantrell, E., Joshi, M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand and the USA. Annals of Dyslexia, 66, 7-27. doi: 10.1007/s11881-015-0115-x.
Martin-Chang, S., & *Levesque, K. (2016) Making an informed choice about homeschooling. In M. Gaither (Eds.) Handbook of Home Education (pp. 121-135). New York, USA: Wiley-Blackwell.
