Office: Math/Psychology 304
Lab: Sondheim 408
Ph.D. – Rutgers University
Area of Study:
I have conducted research in reading development, motivation for reading and learning, parents’ beliefs and practices that are associated with children’s school outcomes, students’ understanding and monitoring of their own cognitive processes (metacognition), and instructional interventions to foster reading development and to prevent reading difficulties. I have also conducted evaluations of school and community-based intervention programs for enhancing the academic achievement and engagement of children whose socio-cultural backgrounds place them at risk. I am currently examining the potential of functional magnetic resonance imaging (fMRI) for understanding differences in metacognition and academic success among college students.
Development and Education (PSYC 409)
Bases of Behavior: Biology, Learning and Development (PSYC 602)
Reading and Reading Disabilities (PSYC 782)
Schooling and Development (PSYC 787)
Graduate Research and Training Opportunities:
No: Not accepting new ADP graduate students for Fall 2018.
Graduate students who join my Educational Contexts of Development lab will be fully involved in ongoing fMRI work, which in 2014 is likely to include administering assessments, questionnaires, and experimental tasks to research participants on and off campus, coding and entering data, analyzing data, and co-authoring articles and presentations. Students will also have the opportunity to develop their own projects that are compatible with my knowledge and interests.
Undergraduate Research and Training Opportunities:
YES Undergraduate opportunities available.
Students who join my Educational Contexts of Development lab will be involved in administering assessments, questionnaires, and experimental tasks to research participants on and off campus (including the fMRI facility), coding and entering data, and working collaboratively with members of the research team on other tasks that arise. Prospective research assistants may contact me via e-mail with a statement of interest.
Graduate Program Affiliation(s):
Applied Developmental Psychology
Baker , L., Dreher, M. J., Shiplet, A. K., Beall, L. C., Voelker, A., Garrett, A. J., Schugar, H. R., & Finger-Elam, M. (2011). Children’s comprehension of informational text: Reading, engaging, and learning. International Electronic Journal of Elementary Education, 4, 197-228.
Baker, L., & Beall, L. C. (2008). Metacognitive processes in reading comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 373-388). New York: Routledge.
Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: The Baltimore Early Childhood Project. New York: Cambridge.
Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly: Overcoming learning difficulties, 19, 87-106.
Baker, L. & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.