Thompson Rivers University

Dr. Christie Fraser (she/her/hers)

Name: Dr. Christie Fraser (she/her/hers)
Position: Teaching Assistant Professor
Phone: Best contactable by email
Email: chfraser@tru.ca

Interests

"The more that you read, the more things you will know. The more that you learn, the more places you'll go." ~ Dr. Seuss, I Can Read With My Eyes Shut!

TEACHING INTERESTS

Indigenizing teacher practice
Reading development and disabilities
Child and cognitive psychology
Assessment and evaluation in the elementary grades
Literacy curriculum development
Supporting ESL/ELL learners
Self-regulated learning
Universal design for learning (UDL) and differentiated instruction

ABOUT ME

+Travel enthusiast
+Yogi
+Bibliophile
+Wine aficionado
+Cave diver
+Foodie

Research Interests

Longitudinal predictors of reading achievement
Reading comprehension and components of oral language
Early identification of reading and language difficulties in ELLs
Literacy intervention and remediation
Roles of prosodic awareness and fluency in reading
Professional development for educators in literacy

RESEARCH METHODS & DESIGNS

+Quantitative: Correlational and longitudinal
+Intervention: Quasi-experimental
+Secondary data analysis

Education

Doctor of Philosophy (PhD), Developmental Psychology and Education (2016)
Ontario Institute for Studies in Education (OISE), University of Toronto

Master of Education (MEd), Cognitive Studies (2010)
Queen's University

Bachelor of Teaching, Secondary Studies (2001)
University of Western Sydney

Bachelor of Arts (BA), Humanistic Studies (1998)
McGill University

EXTERNAL GRADUATE FUNDING

+Social Sciences and Humanities Research Council (SSHRC)
+Ontario Graduate Scholarship (OGS)

Publications

PEER-REVIEWED JOURNAL ARTICLES

Fraser, C., Geva, E., Gottardo, A., Biemiller, A., & Pasquarella, A. (2021). English language learners' comprehension of logical relationships in expository texts: Evidence for the confluence of general vocabulary and text-connecting functions. Language Learning. https://doi.org/10.1111/lang.12453

Fraser, C. Geva, E., & Gottardo, A. (Revisions, 2021). Distinctive early reading and language profiles of English Learners and their differential associated with subsequent reading comprehension deficits, Annals of Dyslexia.

Fraser, C., Herman, J., Elgie, S., & Childs, R. (2018). How School Leaders Search For and Use Evidence. Educational Research, 60(4), 390-409.

Fraser, C., Gottardo, A., & Geva, E. (2017). Young bilingual children with balanced and dominant vocabulary profiles: Examining the relationship between vocabulary and English reading comprehension. Conference proceeding from the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) Conference, Ottawa ON.

Fraser, C., Adelson, V., & Geva, E. (2014). Recognizing English language learners with reading disability: Minimizing bias, accurate identification, and timely intervention. Perspectives on Language and Literacy, 40(40), 11-17.

Fraser, C., Wade-Woolley, L., & Kirby, J. (2011). Phonological awareness and word reading in Korean children learning English. Conference proceeding from the Research in Reading Chinese and Related Asian Languages Conference, Toronto ON.

BOOK CHAPTERS

Geva E., & Fraser, C. (2017). Multilingual learners: Vocabulary and beyond. In Eliane Segers & Paul van den Broek (Eds). Developmental Perspectives in Written Language and Literacy.

Fraser, C., Massey-Garrison, A. & Geva, E. (2015). Chapter 8: Problems with Reading. In Becky Xi Chen, Vedran Dronjic, & Rena Helms-Park (Eds.) Reading in a Second Language: Cognitive and Psycholinguistic Issues. Routledge.

PRACTITIONER PUBLICATIONS

Fraser, C., Herman, J., Elgie, S., & Childs, R. (2014). Evaluating Evidence about Educational Programs. The Register Magazine Ontario Principals' Council (OPC).

Herman, J., Fraser, C., Elgie, S., & Childs, R. (2013). Efficiency in the workplace: How knowledge mobilization can help life balance. Leaders & Learners, Canadian Association of School Administrators Magazine.

RESEARCH DOCUMENTS

Mundy, K., Proulx, K., Janigan, K., Geva, E., Fraser, C. (2014). An Evaluation of the Child-to-Child School Readiness Programme in Ethiopia. OISE-University of Toronto.

Adelson, V., Fraser, C., & Geva, E. (2014). Identification, Assessment and Instruction of English Language Learners At-risk for Learning Difficulties in the Elementary and Intermediate Grades. OISE-University of Toronto.

Pasquarella, A., Fraser, C., Kornacki, T., Iwenofu, L, Farnia, F., & Geva, E. (2012). Vocabulary Learning Project Tutor Training Manual (3rd Ed.). Pathways Vocabulary Learning Project, OISE-University of Toronto.

Child, R., Elgie, S., Herman, J., Fraser, C., Bennett, K., Pagan S., Palijan, S., & Rousell, G. (2012). Evaluating Evidence About Educational Programs. A research handbook in collaboration with OISE University of Toronto, Association of Educational Researchers of Ontario, & Knowledge Network for Applied Educational Research.

THESES

Fraser, C. (2016). The linguistic and reading skills of English language learners at-risk for poor reading comprehension: Profiles and predictors (Doctoral dissertation). OISE-University of Toronto, ON.

Fraser, C. (2010). An exploration of levels of phonological awareness as predictors of word reading in Korean children learning English (Master's thesis). Queen's University, ON.

Employment History

CURRENT ACADEMIC APPOINTMENT

2019-Present: Teaching Assistant Professor, Thompson Rivers University

POST-SECONDARY SESSIONAL APPOINTMENTS

2010-2021: Ryerson University
2011-2021: Queen's University
2011-2019: OISE-University of Toronto

CLASSROOM TEACHING POSITIONS

2003-2008: Elementary ESL Teacher, South Korea
2000-2003: Secondary School Teacher, Toronto District School Board (TDSB)

RESEARCH POSITIONS

2010-2014: Supervisor, Geva Lab, OISE-University of Toronto
2013-2014: Consultant, OISE-University of Toronto & UNICEF Ethiopia
2011-2013: Assistant, Association of Educational Researchers of Ontario (AERO)
2011-2012: Intern, Dr. Rachel Greenbaum, Surrey Place, Toronto ON
2010: Doctoral Fellow, Dr. Esther Geva, OISE-University of Toronto

Courses Taught

THOMPSON RIVERS UNIVERSITY

EDIE 3100: Child Development and Teaching
EDLL 3100: Language and Literacy 1
EDPR 3100: Practicum I
EDTL 3200: Teaching and Learning 2
EDPR 3200: Practicum II
EDTE 4110: Professional Growth and Development
EDEF 4200: School Organization
EDUC 5070: Research Design
EDUC 5180: Project
EDUC 5998: Thesis

RYERSON UNIVERSITY

CCLD 307: Cognitive Development
CCLD 342: Assessment for Programming

OISE-UNIVERSITY OF TORONTO

CTL 7019: Supporting English Language Learners
EDU 3506: Psychological Foundations of Learning and Development
EDU 460: Psychological Foundations of Learning

QUEEN'S UNIVERSITY

GDPI/PME 810: Integrated Planning, Instruction and Assessment
GDPI/PME 800: Self-Regulated Inquiry and Learning
CONT 925: Reading and Literacy in the Primary Grades
CONT 942: Teaching and Learning in an Intercultural Setting
CONT 533: Reading Part 1
CONT 534: Reading Part 2

Professional Affiliations

American Educational Research Association (AERA)
Canadian Association for Educational Psychology (CAEP)
Canadian Educational Researchers' Association (CERA)
Canadian Society for the Study of Education (CSSE)
International Dyslexia Association (IDA)
Ontario College of Teachers (OCT)
Society for the Scientific Studies of Reading (SSSR)


OTHER INFORMATION

Currently, Christie is not accepting students for graduate supervision.

Timetable

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