Lindsay Harris Ph.D.

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

Department

Leadership, Educational Psychology and Foundations (LEPF)

Research Interests

• Neuro/cognitive bases of reading across cultures and sensory modalities
• Neurodiversity in paths to literacy
• Language and reading development in children with disabilities (blindness/visual impairment, dyslexia)
• The role of perceptual experience in word learning
• Metacognition across cultures and groups

I am available to serve as a committee member on theses and dissertations related to cognition and learning, reading and language, cognitive/educational neuroscience, and disability across disciplines. My methodological expertise includes experimental design, interventions and training studies, mixed-methods and EEG/ERP.

Education

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

Select Publications

* denotes student co-author

• 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.*, 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.*, Rodriguez, R.*, Lopez, L. E.*, Soto, D.*, 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.*, Harris, L. N., LaRouech, A.*, and Strohm, G.* (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.*, 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.*, 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.
• Harris, L. N., and Perfetti, C. A. (2017). Individual differences in phonological feedback effects: Evidence for the orthographic recoding hypothesis of orthographic learning. Scientific Studies of Reading, 21(1), 31-45.
• Perfetti, C. A., and Harris, L. N. (2017). Learning to read English. In L. Verhoeven and C. A. Perfetti (Eds.), Learning to read across languages and writing systems, pp. 323-346. Cambridge, UK: Cambridge University Press.
• Harris, L. N., and Lech, I.* (2016). Language modularity. In T. K. Shackelford and V. A. Weekes-Shackelford (Eds.), Encyclopedia of evolutionary psychological science. New York: Springer.
• Harris, L. N., and Perfetti, C. A. (2016). Lexical stress and linguistic predictability influence proofreading behavior. Language Sciences Section, Frontiers in Psychology, 7, 96-106.
• Guan, Q. C., Harris, L. N., Meng, W., and Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28(6), 763-795.
• Harris, L. N., Perfetti, C. A., and Rickles, B. (2014). Error-related negativities during spelling judgments expose orthographic knowledge. Neuropsychologia, 54, 112-128.
• Perfetti, C. A., and Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9(4), 296-316.
• Cao, F., Rickles, B., Vu, M., Zhu, Z., Chan, D. H.-L., Harris, L. N., Stafura, J., Xu, Y., and Perfetti, C. A. (2013). Early stage visual-orthographic processes predict long-term retention of word form and meaning: A visual encoding training study. Journal of Neurolinguistics, 26(4), 440-461.
• Cao, F., Vu, M., Lung Chan, D. H., Lawrence, J. M., Harris, L. N., Guan, Q., Xu, Y. and Perfetti, C. A. (2013). Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study. Human Brain Mapping, 34, 1670–1684.

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
• EPS 560 – Mind, Brain and Education
• EPS 506 – Theories and Research in Child Behavior and Development