Jan Frijters


Office: CRN 339
905-688-5550 x4219

Dr. Frijters is an Applied Developmental Psychologist with a focus on learning difficulties, motivation, and intervention. He also has a passion for quantitative research methods, especially for techniques such as multilevel modeling, person-centred, and structural equation modeling approaches that can help sort out how developmental processes unfold over time and within specific learning contexts. Several large collaborative projects are underway with collaborators in Beijing and Xi’an China, the University of Stavanger in Norway, Yale University and Georgia State University in the US. These ongoing studies focus on the most severely challenged children, adolescents and adults: providing and evaluating intervention, examining the genetic and brain basis for reading difficulties, and examining how neuropsychological characteristics interact with these factors. There are numerous and rich opportunities for students at every level within his ongoing projects.

Graduate students
Dr. Frijters is accepting graduate students in 2017 at both the MA and PhD levels, in Child and Youth Studies and also at the Center for Applied Disability Studies.

  • The relationship between motivation and reading development or disruptions
  • Instructional features and optimal response to intervention
  • Research methods and quantitative models in developmental research
  • Human growth curve and latent growth modelling of developmental function
  • The genetics and neurobiological aspects of learning difficulties
  • DeMille, M. M. C., Tang, K., Mehta, C. M., Geissler, C., Malins, J. G., Powers, N. R., Bowen, B. M., Adams, A. K., Truong, D. T., Frijters, J. C., Gruen, J. R. (2018). Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proceedings of the National Academy of Sciences. http://www.pnas.org/content/early/2018/04/10/1710472115
  • Franklin, P., Tsujimoto, K. C., Lewis, M. E., Tekok-Kilic, A., & Frijters, J. C. (2018). Sex Differences in Self-Regulatory Executive Functions are Amplified by Trait Anxiety. Personality and Individual Differences, 129, 131-137.
  • Rigmor Walgermo, B., Frijters, J. C., Solheim, O. J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 90, 90-100.
  • Tsujimoto, K., Frijters, J. C., Boada, R., Gottwald, S., Hill, D., Jacobson, L. A., Lovett, M. W., Mahone, E. M., Willcutt, E., Wolf, M., Bosson-Heenan, J., & Gruen, J. G. (Accepted). Achievement attributions are associated with specific, rather than general learning delays. Learning and Individual Differences, 64, 8-21.
  • Frijters, J. C., Tsujimoto, K.*, Boada, R., Gottwald, S., Hill, D., Jacobson, L. A., Lovett, M. W., Mahone, E. M., Willcutt, E., Wolf, M., Bosson-Heenan & Gruen, J. G. (In press, 2017). Cognitive attributions for success: Evidence that the motivation-reading relationship differs according to reading skill levels. Reading Research Quarterly, 53(1), 127-148. doi:10.1002/rrq.189
  • Jaksic, H.*, Vause, T., Frijters, J. C., & Feldman, M. (2017). A comparison of a novel application of hierarchical linear modeling and nonparametric analysis for single subject designs. Behaviour Analysis: Research and Practice. doi:10.1037/bar0000091
  • Lovett, M. W., Frijters, J. C., Wolf, M. Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (In press, 2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889-914.
  • Tannock, R., Frijters, J. C., Martinussen, R., White, E., Ickowitz, A., Benson, N. J., & Lovett, M. W. (2018). Combined modality intervention for ADHD with comorbid reading disorders: A proof of concept study. Journal of Learning Disabilities, 51(1), 55-72. doi:10.1177/0022219416678409
  • Jacobson, L. A., Koriakin, T., Lipkin, P., Boada, R., Frijters, J. C., Lovett, M. W., Hill, D., Willcutt, E., Gottwald, S., Wolf, M., Bosson-Heenan, J., Gruen, J. G., & Mahone, E. M. (In press). Executive functions contribute uniquely to reading competence in minority youth. Journal of Learning Disabilities
  • Griffiths, D., Owen, F., Hamelin, J., Feldman, M., Condillac, R. & Frijters, J. C. (2016). “History of institutionalization: General background”, “The shift from institutions to community: The Ontario experience”, “Impact of deinstitutionalization on the lives of persons with intellectual disabilities.”, “Critiques and concerns regarding deinstitutionalization on the lives of persons with intellectual disabilities”, “Emerging Changes in the Deinstitutionalization Process”, “The attitudes, experiences and impact on families during and after deinstitutionalization”, “The end of the era of institutionalization: The Ontario Experience.” [6 Chapters]. In D.M. Griffiths, F., Owen, F., & R. Condillac (Eds.), A difficult dream. Kingston NY: NADD Press.
  • Feinberg, I., Frijters, J. C., Lawrence-Johnson, V., Greenberg, D., Nightingale, E., & Moodie, C. (2016). Examining associations between health information seeking behaviour and adult education status in the U.S.: An analysis of the 2012 PIAAC data. PLOS One. DOI: 10.1371/journal.pone.0148751
  • Davis, A., Polanowski, J., & Frijters, J. C. (2014). William’s syndrome. In D. M. Griffiths, R., Condillac, B. Finucane, and M. Legree (Eds.). Syndromes and Applied Behaviour Analysis. (pp. 169-196). UK: Jessica Kingsley Publishing.
  • 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
  • Lovett, M. W., Barron, R. W., & Frijters, J. C. (2013). Word identification difficulties in children and adolescents with reading disabilities: Intervention research findings. In H. L. Swanson, K. R. Harris, and S. Graham (Eds.), Handbook of Learning Disabilities. (pp. 329-360). New York: Guilford Publications.
  • 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.