Jan Frijters, Ph.D.

Faculty of Social Sciences - Child and Youth Studies

Jan Frijters, Ph.D.

Associate Professor
CRN - 339 
Phone (905) 688-5550, ext. 4219

Dr. Frijters is an Applied Developmental Psychologist with an interest in the role that motivational, volitional, and relationship factors have in children's learning. My specific research interests lie in the interface between academic skills and non-cognitive determinants of skill growth. This work extends into the area of learning disabilities, investigating how children's motivation, self-regulatory skills and alliance with remedial teachers help them benefit from remedial reading instruction. Conducted at the Hospital for Sick Children within the Learning Disabilities Reading Project of Maureen W. Lovett, this work is part of ongoing collaboration with school boards throughout Ontario and academic partners at Georgia State and Tufts Universities. I also have a passion for quantitative research methods, especially for techniques such as multilevel modeling, person-centred, and structural approaches that can help sort out how developmental processes unfold over time and within specific learning contexts. Another research interest is currently developing along different lines, reading the aesthetic and cinematic constructions of children and youth.

Research Interests:

  • Interest and motivation and their relationship to reading development
  • Instructional features and optimal response to remediation or assistance
  • Research methods and quantitative models in developmental research
  • Human growth curve and latent growth modeling of developmental function

Representative Sample of Scholarly Acheivements:

Frijters, J. C., Lovett, M. W., Sevcik, R. A., & Morris, R. (2013). Four methods of identifying responders to a multiple component reading intervention for struggling middle school readers. Reading and Writing: An Interdisciplinary Journal, 26(4), 539-563. DOI: 10.1007/s11145-012-9418-z

Greenberg, D., Wise, J., & Frijters, J. C. (2013). Persisters and nonpersisters: Identifying who stays and who leaves from adult literacy interventions. Reading and Writing: An Interdisciplinary Journal, 26(4), 495-514. DOI: 10.1007/s11145-012-9401-8

Cho, K., Frijters, J. C., Zhang, H., Miller, L. L., & Gruen, J. R. (2013). Prenatal exposure to nicotine and impaired reading performance. Journal of Pediatrics, 162(4), 713-718. DOI: 10.1016/j.jpeds.2012.09.041

Morris, R. D., Lovett, M. W., Wolf, M. Sevcik, R. A., Steinbach, K. A., Frijters, J. C., & Shapiro, M. (2012). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, SES, and Race as Factors on Remedial Outcome. Journal of Learning Disabilities, 45(2), 99-127.

Lovett, M. W., Lacerenza, L., De Palma, M., & Frijters, J. C. (2012). Evaluating the Efficacy of Remediation for Struggling Readers in High School. Journal of Learning Disabilities, 45(2), 151-169.

Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R. Neurocognitive predictors of reading outcomes for children with reading disabilities. (2011). Journal of Learning Disabilities, 44(2), 150-166.

Hamelin, J. P., Frijters, J. C., Griffiths, D., Condillac, R., Owen, F. (2011). Meta-Analysis of Deinstitutionalization Adaptive Behaviour Outcomes: Research and Clinical Implications. Journal of Intellectual & Developmental Disability, 36(1), 61-72.

Fulmer, S., & Frijters, J. C. (2011). Motivational consequences of excessive reading challenge: The buffering role of topic interest. Journal of Experimental Education, 79(2), 185-208.

Fulmer, S. & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246.