Jane Ashby Ph.D.
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Address: Email: ashby1j@cmich.edu |
Bio:
Jane Ashby received her Ph.D. in Experimental Psychology from the University of Massachusetts, Amherst in 2006. She holds Master’s degrees in Psychology (UMass) and Education (Harvard). She has applied experience in assessment and intervention for children and adults with reading disorders. Before moving to Central Michigan, she completed three years of post-doctoral research and taught neurocognition of language courses at Hampshire College.
Research Interest:
Dr. Ashby’s research investigates how adults and children identify words quickly and accurately during silent reading. Experiments conducted in her laboratory examine the cognitive processes situated at the intersection of reading, speech, and vision by recording eye movements and brain electrical potentials. She remains interested in applying this basic research to improve reading instruction in the primary grades, and continues to consult with educators and parents interested in preventing early reading failure.
Recent Research:
Clinton, C., Jr., & Ashby, J. (in press). Language Comprehension, in Corsini Encyclopedia of Psychology (4th Ed.). John Wiley & Sons.
Ashby, J., Sanders, L. D., & Kingston, J. (2009). Skilled readers begin processing phonological features by 80 ms: evidence from ERPs. Biological Psychology, 80, 84-94.
Ashby, J., & Martin, A. E. (2008). Prosodic phonological representations early in visual word recognition. Journal of Experimental Psychology: Human Perception & Performance, 34, 224-236.
Wolf, M., & Ashby, J. (2007). A brief history of time, phonology, and other explanations of developmental dyslexia. In K. W. Fischer, J. H. Bernstein, & M. H. Immordino-Yang (Eds.), Mind, brain, and education in learning disorders. Cambridge, U. K.: Cambridge University Press.