Dr. Vera Woloshyn

Professor, Department of Educational Studies

Available for Graduate Advisement 

Dr. Vera Woloshyn, Faculty of Education, Brock University

St. Catharines, ON
Office: WH 267
905 688 5550 x4212

PhD, Brock University

  • EDUC 7P41: Cognition and Instruction

MEd, Brock University 

  • EDUC 5P32: Concepts and Issues in Learning
  • EDUC 5P39:Understanding the Reading Process and Reading Difficulties
  • EDUC 5P38: Clinical Diagnosis of Reading Difficulties and Disabilities
  • EDUC 5P92: An Introduction to Educational Research
  • EDUC 5V91: Advanced Quantitative Statistics
  • EDUC 5P96: MEd ISP Cohort – Educational Internship
  • EDUC 5N99: Graduate Seminar in Education
  • EDUC 5P90: Research Proposal Tutorial
  • EDUC 5P93: Research Project
  • EDUC 5F95: Thesis Tutorial in Educational Studies
  • EDUC 5P98: Independent Study in Education
  • EDUC 5V96: Internship in Educational Issues

BEd, Brock University

  • Education 8P06: Classroom Dynamics and Teacher Behaviour

Concurrent Undergraduate, Brock University

  • Education 3P45: Reading and Literacy Development
  • Educational Psychology Module 1F95: Foundations of Education

MEd, The University of Notre Dame

  • Education 519: The Teaching of Reading
  • Education 515: Elementary Seminar Language Arts (K-3)
  • Elementary Seminar Language Arts (4-6)
  • Education 525: Directed Readings in Language Arts
  • Education 505: Cognition, Instruction & Assessment
  • Education 517: Assessment in Elementary Education
  • Reading and writing instruction for elementary, secondary and postsecondary students
  • Reading remediation and assessment (children and adults)
  • Literacy programs and learning strategies for children and adults
  • Promoting critical discussions of sociocultural and gender while reading
  • Strategic instruction and the role of learning strategists
  • Students with learning disabilities
  • Beginning teaching and teacher professional development
  • Teachers’ and students’ lived experiences in the classroom
  • Exploring the experiences of Department Chairs

Elliott, A., & Woloshyn, V. E. (2013). Language arts in Canadian classrooms, Toronto, ON: Pearson Education Canada

Santrock, J.W., Woloshyn, V.E., Levy-Gallagher, T., Di Petta, T., & Marini, Z. (2010). Educational psychology, 3rd, Canadian edition, Toronto, ON: McGraw Hill

Richards, M., Elliott, A., Woloshyn, V., & Mitchell, C. (Eds.), (2001).Collaboration uncovered: The forgotten, the assumed and the unexamined. Westport, CT: Greenwood Publishing Group Inc.

Elliott, A., Woloshyn, V.E., Di Petta, T., & Bennett, S. (2000). Stories from Canadian Classrooms: Real cases for teacher education: Instructor’s Manual. Scarborough, ON: Prentice Hall Canada Inc.

Elliott, A., Woloshyn, V.E., Di Petta, T., & Bennett, S. (2000). Stories from Canadian Classrooms: Real cases for teacher education. Scarborough, ON: Prentice Hall Canada Inc.

Woloshyn, V.E., & Di Petta, T. (1999). Computerized test bank to accompany psychology applied to teaching Canadian edition by Biehler, Snowman, D’Amico & Snowman. Boston, MA: Houghton Mifflin.

Pressley, M., & Woloshyn, V.E. (Eds.), (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge MA: Brookline Books.

Wood, E., Woloshyn, V.E., & Willoughby, T. (Eds,). (1995) Cognitive strategy instruction that really improves adolescents’ academic performance. 2nd Edition. Cambridge MA: Brookline Books.

Symons, S., Woloshyn, V.E., & Pressley, M. (1994). The scientific evaluation of the whole language approach to literacy development: A special issue of Educational Psychologist. Hillsdale, New Jersey: Lawrence Erlbaum.

Book Chapters

DiPetta, T., Woloshyn, V.E., Gallagher, T., DiBiase, A.E., Hyatt, M., Dworet, D., & Bennett S. (2010). Lessons from the field: Recommendations for education leaders planning. In A. Edmunds & B. McMillan (Eds.), Leadership for inclusion: A practical guide. Rotterdam, Taipei (pgs. 131-150), SENSE Publishers.

Woloshyn, V.E. (2008). Michael. G. Pressley: A tribute. In E. Anderman & L.H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Detroit, MI: MacMillan Reference.

Woloshyn, V.E., & Gallagher, T.L. (2008). Explanation-mediate learning. In E. Anderman & L.H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Detroit, MI: MacMillan Reference.

Di Petta, T., Woloshyn, V.E., & Novak, J.M. (2008). Touching the interface of technology. In T. DiPetta (Ed.), Emperor’s new computer: ICT, teachers and teaching. Rotterdam, Taipei: SENSE Publishers.

Elliott, A., & Woloshyn, V.E., (2001). Collaboration: A vehicle for professional development. In. M. Richards, A. Elliott, V. Woloshyn, & C. Mitchell (Eds.), Collaboration uncovered: The forgotten, the assumed and the unexamined. Westport, CT: Greenwood Publishing Group Inc.

Schutz, A., Murray, N., Woloshyn, V., Elliott, A., Morgan, N., & Haskins, B. (2001). Not just smooth sailing: Issues in collaboration. In. M. Richards, A. Elliott, V. Woloshyn, & C. Mitchell (Eds.), Collaboration uncovered: The forgotten, the assumed and the unexamined. Westport, CT: Greenwood Publishing Group Inc.

Flockhart, K., & Woloshyn, V.E. (2001). Enhancing first-time teaching at the post-secondary level: A story of collaborative mentorship. In H.E. Christiansen & S. Ramadevi (Eds.), Reeducating the educator: Changing contexts and new challenges in teacher education. SUNY Press.

Woloshyn, V.E. (1995). Science for middle and high school students. In E. Wood, V. Woloshyn, & T. Willoughby (Eds.), Cognitive Strategy Instruction that Really Improves Adolescents’ Academic Performances. Cambridge MA: Brookline Books.

Woloshyn, V.E., & Pressley, M. (1995). Science. In M. Pressley, V. Woloshyn & Associates (Eds.), Cognitive Strategy Instruction that Really Improves Children’s Academic Performances. Second Edition. Cambridge MA: Brookline Books.

Woloshyn, V.E., & Pressley, M. (1995). Spelling. In M. Pressley, V. Woloshyn & Associates (Eds.), Cognitive Strategy Instruction that Really Improves Children’s Academic Performances. Second Edition. Cambridge MA: Brookline Books.

Pressley, M., & Woloshyn, V.E. (1995). Learning facts: The value of always asking yourself why and other mnemonic strategies. In M. Pressley, V. Woloshyn & Associates (Eds.), Cognitive Strategy Instruction that Really Improves Children’s Academic Performances. Second Edition. Cambridge MA: Brookline Books.

Pressley, M., Wood, E., & Woloshyn, V. (1990). Elaborative interrogation and facilitation of fact learning: Why having a knowledge base is one thing and using it is another. In W. Schneider & F. W. Weinert (Eds.), Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance. (pp.200 221) New York & Berlin: Springer Verlag.

Referred Journal Articles

Taber, N., & Woloshyn, V.E., (in press). Issues of exceptionality, gender, and power:
Exploring Canadian children’s award-winning literature. Gender and Education. Published before print at iFirst.

Taber, N., & Woloshyn, V.E., (2011). Dumb dorky girls and stinky wimpy boys: Gendered themes in diary cartoon novels. Children’s Literature in Education, 42(3), 226-242. Published before print at Online First.

Alfartouisi, M., & Woloshyn, V.E. (2010). Promoting Arabic-heritage students use of question answering while reading and associated implications. The Reading Professor, 32(1), 20-28.

DiPetta, T., & Woloshyn, V.E., (2009). Exploring teacher-candidates’ experiences, beliefs and to technology as an instructional learning tool following instruction in a “technology rich” classroom. Journal on School Educational Technology.

Gallagher, T.L., Woloshyn, V.E., & Elliott, E. (2009). Exploring the salient experiences of pre-service teacher candidates who were former volunteer tutors. Mentoring & Tutoring: Partnership in Learning, 17(2), 129-146.

Woloshyn, V.E., Gallagher, T.L., & Grierson, A. (2009). Enhancing teachers’ understanding of a formal reading assessment: Does participation in an assessment practicum make a difference? The Reading Professor, 30(2), 26-35.

Grierson, A., Gallagher, T., & Woloshyn, V.E. (2007). Special educators’ experiences implementing a ‘scientifically based’ remedial reading program. All that glitters is not gold. Policy and Practice in Education, 13(1/2), 25-45.

Elliott, A., Woloshyn,V.E., Bajovic, M., & Ratkovic, S. (2007). Promoting teacher candidates’ awareness of the role of critical literacy in the curriculum: Lunchtime conversations. The Reading Professor, 29(1) 4-10.

Willoughby, T., Chalmers, H., Busseri, M., Bosacki, S., Dupont, D., Marini, Z., Rose-Krasnor, L., Sadava, S., Ward, A.,Woloshyn, V., & YLC-CURA* (in press, accepted February 2007). Adolescent non-involvement in multiple risk behaviors: An indicator of successful development? Applied Developmental Science, 11(2), 89-103. (*last seven authors listed by alphabetical order) 11(2), 89-103.

Grierson, A., & Woloshyn, V.E. (2006). Transforming literacy assessment practices through action research. Ontario Action Researcher, 8, 2.2.

Woloshyn,V.E., Chalmers,H., & Bosacki, S.(2005). Creating community-university partnerships in a teacher education program: A case study. The Alberta Journal of Educational Research, 51,1-15.

Mitchell, S., Woloshyn, V.E., & Elliott, A., (2003). Promoting cooperative learning in the classroom: Comparing explicit and implicit training techniques. Brock Education, 12, 23-39.

Castle, J., & Woloshyn, V.E., (2003). Motherhood and academia: Lessons from our lived experiences. Association for Research on Mothering.

Woloshyn, V.E., Bennett, S., & Berrill, D., (2003). Working with students who have learning disabilities teacher candidates speak out: Issues and concerns in preservice education and professional development. Exceptionality Education Canada, 13, 7-28.

Elliott, A., Bosacki, S., Woloshyn, V., Richards, M., (2002). Exploring preadolescents media and literacy choices. Language and Literacy: A Canadian Educational E-Journal, 3,(2) 1-13.

Woloshyn, V.E., Elliott, A., & Kaucho, S. (2001). So what exactly is explicit strategy instruction? A review of eight critical teaching steps. The Reading Professor, 24(1), 66-114.

Di Petta, T., & Woloshyn, V.E. (2001). Voice recognition for on-line literacy: Evaluating the use of voice recognition software for application in adult literacy training. International Journal of Education and Information Technologies, 6, 225-240.

Gallagher, T. & Woloshyn, V.E. (1999). Comparing explicit multiple-spelling strategy instruction with traditional language arts instruction in eighth-grade students. Brock Education, 8, 36-46.

Bankay, D. & Woloshyn, V.E. (1998). The future of computer-based literacy instruction for adult learners: Putting new technologies to good use. Brock Education, 8, 29-43.

Johnston, S., Lamond, M., Woloshyn, V.E., & Elliott, A. (1998). Providing third-grade students with multiple spelling strategies: Comparing imagery-plus-analogy- strategy instruction and traditional language arts instruction. Brock Education, 7, 33-41.

Powell-Vinden, B., & Woloshyn, V.E., (1998). Factors that motivate Canadian registered nurses to participate in continuing education programs. Brock Education, 7,12-24.

Stockley, D., Woloshyn, V.E., & Bond, R. (1998). Comparing factual retention in students with severe learning disabilities. Brock Education, 7, 56-67.

Woloshyn, V.E., Elliott, A. (1998). Providing seventh-and-eighth-grade students with reading and writing instruction: Comparing explicit-strategy and implicit-strategy programs. The Reading Professor, 20, 59-79.

Woloshyn, V.E., Elliott, A. & Riordon, M. (1998). Seven teachers’ experiences using explicit strategy instruction in the classroom. Journal of Professional Studies, 5, 18-28.

Butyniec-Thomas, J., & Woloshyn, V.E. (1997). The effects of explicit-strategy instruction and whole-language instruction on students’ spelling ability. Journal of Experimental Education, 65, 293-302.

Elliott, A.E., & Woloshyn, V.E. (1997). Some female professors’ experiences of collaboration: Mapping the collaborative process through rough terrain. The Alberta Journal of Educational Research, 43, 23-36.

Woloshyn, V.E. (1996). Using mental imagery in the classroom: The need for explicit instruction. The Journal of Mental Imagery, 20, 148-151.

Elliott, A., & Woloshyn, V.E. (1996). Using collaborative learning strategies in the classroom: Overcoming Teacher Resistance. The Canadian School Executive, 15, 3-9.

Woloshyn, V.E., & Rye, B. (1995). Using Bloom’s learning taxonomies to conceptualize effective sexuality education for adolescents. The Canadian Journal of Human Sexuality, 4, 155-168.

Kernaghan, K., & Woloshyn, V.E. (1995). Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information and traditional language arts. Applied Cognitive Psychology, 9, 157-166.

Woloshyn, V.E., & Stockley, D.B. (1995). Helping students acquire belief-inconsistent and belief-consistent science facts: Comparisons between individual and dyad study using elaborative-interrogation, self-selected study and repetitious reading. Applied Cognitive Psychology, 9, 75-89.

Kahl, B., & Woloshyn, V.E., (1994). Using elaborative interrogation in cooperative learning settings: One good strategy deserves another. Applied Cognitive Psychology, 8, 465-478.

Drake, S., & Woloshyn, V.E., (1994). Women as new professors: Exploring gender consciousness. The Journal of Staff, Program and Organization Development, 12, 31-40.

Woloshyn, V.E., Paivio, A., & Pressley, M., (1994). Using elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.

Woloshyn, V.E., Wood, E., & Willoughby, T. (1994). Considering prior knowledge when using elaborative interrogation. Applied Cognitive Psychology, 8, 25-36.

Woloshyn, V.E., Pressley, M., & Schneider, W., (1992). Elaborative interrogation and prior knowledge effects on learning of facts. Journal of Educational Psychology, 84, 115 124.

Pressley, M., Wood, E., Woloshyn, V.E., Martin, V., King, A., & Menke, D. (1992). Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist, 27, 91-109.

Woloshyn, V.E., Willoughby, T., Wood, E., & Pressley, M. (1990).Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82, 513 524.

Pressley, M., Woloshyn, V., Lysynchuk, L. M., Martin, V., Wood, E., & Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1 58.

Pressley, M., Ghatala, E.S., Woloshyn, V., & Pirie, J. (1990). Sometimes adults miss the main ideas in text and do not realize it: Confidence in short-answer questions and multiple-choice comprehension questions. Reading Research Quarterly, 25, 232-249.

Pressley, M., Ghatala, E., Woloshyn, V.E., & Pirie, J. (1990). Being really, really certain you know the main idea doesn’t mean you do. Yearbook of the National Reading Conference, 40, 249 256.

Jacoby, L., Woloshyn, V.E., & King, C. (1989) Becoming famous without being recognized: Unconscious influences of memory produced by dividing attention. Journal of Experimental Psychology: General, 118, 115 125.

Non-Refereed Journal Articles

Moukperian, S., & Woloshyn, V.E. (2009). Using the LASSI in a post-secondary college transition program for students with learning disabilities and other cognitive disorders. LASSI-in-Action, H&H Publishing Company

Woloshyn, V.E. (1992). Using elaborative interrogation to help students overcome their inaccurate science beliefs. (Report No. 143). Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. (ERIC Document Reproduction Service No. ED 356 949).

Research-Based Reports to Governmental and other Comparable Agencies

Ontario Association of Deans (2011). Pre-service print literacy curriculum framework. Woloshyn as Member of Expert Panel

Woloshyn, V.E., Drexler, J., & Bowen, D. (2009) Undergraduate/Concurrent Program in Education Report submitted to Dr. Jacob Ellens (Vice President, Academic) and the Undergraduate Program Review Committee, Redeemer University College

Ontario Ministry of Education (2005). Literacy and Numeracy for All: Literacy and Numeracy Instruction for Special Education Students. Ontario Ministry of Education: Special Education Policy and Programs Branch. Toronto: Ontario. – Woloshyn as Member of Expert Panel

Bennett, S., & Woloshyn, V.E., (2003). Recommendations for Teacher Education in the Province of Ontario, Summary Report. Learning Disabilities Association of Ontario. Promoting Early Intervention Project. Teacher Education Working Group.