Lindsay Harris Ph.D.

Associate Professor, Educational Psychology
Co-director, Center for the Interdisciplinary Study of Language and Literacy

Department

Learning Innovation, Leadership and Technology

Research Interests

• Reading across modalities and writing systems
• Sensory experience and language development
• Literacy development in print and braille
• Intersection of dyslexia and blindness
• Culture, learning and human cognitive plasticity

Education

• Ph.D., University of Pittsburgh, Cognitive Psychology
• M.S.T., Pace University, English Education
• B.A., The Ohio State University, English, Spanish, Theatre

Publications from the Past Five Years

^{(Student co-author)} denotes student co-author

• Bamberger, M. R. and Harris, L. N. (2025). Cultural learning of metacognition: Evidence from blind individuals. Journal of Cultural Cognitive Science, 9, 321-330.
• Harris, L. N and Bamberger, M. R.^{(Student co-author)} (2024). Does heightened perceptual encoding in blind individuals extend to word learning? Cognitive Neuropsychology, 41(7-8), 322-331.
• Harris, L. N., Jones, J.^{(Student co-author)}, Pasley, M., Liberty, L. and Puckett, T. (2024). Do dyslexia laws help students with visual impairments receive needed reading supports? A mixed-methods approach. Children and Youth Services Review, 165, 107881.
• Harris, L. N., Perfetti, C. A., and Hirshorn, E. A. (2023). Bypass language en route to meaning at your peril. Behavioral and Brain Sciences, 46, e245.
• Harris, L. N., Lopez, L. E.^{(Student co-author)}, Li, A., and Santuzzi, A. M. (2023). Phonological decoding skill in braille readers: Implications for dyslexia. Journal of Cultural Cognitive Science, 7(2), 137-146.
• Harris, L. N., Gladfelter, A., Santuzzi, A. M., Lech, I. B.^{(Student co-author)}, Rodriguez, R.^{(Student co-author)}, Lopez, L. E.^{(Student co-author)}, Soto, D.^{(Student co-author)}, and Li, A. (2023). Braille literacy as a human right: A challenge to the "inefficiency" argument against braille instruction. International Journal of Psychology, 58(1), 52-58.
• Gul, N.^{(Student co-author)}, Harris, L. N., LaRouech, A.^{(Student co-author)}, and Strohm, G.^{(Student co-author)} (2022). Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired. Reading and Writing, 35(9), 2109-2129.
• Hirshorn, E. A., and Harris, L. N. (2022). Culture is not destiny, for reading: Highlighting variable routes to literacy within writing systems. Annals of the New York Academy of Sciences, 1513(1), 31-47.
• Harris, L. N., Creed, B., Perfetti, C. A, and Rickles, B. (2022). The role of word knowledge in error detection: A challenge to the broken-error-monitor account of dyslexia. Annals of Dyslexia, 72, 384-402.
• Gul, N.^{(Student co-author)}, and Harris, L. N. (2020). Semantics. In J. Vonk and T. K. Shackelford (Eds.), Encyclopedia of animal cognition and behavior. Springer.
• Perfetti, C. A., and Harris, L. N. (2019). Developmental dyslexia in English. In L. Verhoeven, C. A. Perfetti, and K. Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25-49). Cambridge, UK: Cambridge University Press.
• Lech, I. B.^{(Student co-author)}, and Harris, L. N. (2019). Language learning in the virtual wild. In M. L. Carrió-Pastor (Ed.), Teaching language and teaching literature in virtual environments, pp. 39-54. Singapore: Springer.

Frequently Taught Courses

• EPS 770 – Writing for Publication in Educational Psychology and Special Education
• EPS 723 – Design of Research on Human Development and Learning
• EPS 715 – Education and Human Cognitive Processing