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.
Dr. Frijters is accepting graduate students in 2021 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
Lovett, M. W., Frijters, J. C., Steinbach, K. A., Sevcik, R. A., Morris, R. D. (in press, 2020). Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes. Journal of Educational Psychology
Malins, J. G., Landi, N., Ryherd, K., Frijters, J. C., Magnuson, J. S., Rueckl, J. G., Pugh, K. R., Sevcik, R., & Morris, R. (In press). Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Developmental Science.
Tang, K., Demille, M. M. C., Frijters, J. C., & Gruen, J. R. (2020). DCDC2 READ1 regulatory element: how temporal processing differences shape language. Proceedings of the Royal Society B, 287(1928). https://doi.org/10.1098/rspb.2019.2712
Spadafora, N., Frijters, J. C., Molnar, D. S., & Volk, A. A. (in press, 2020). Do little annoyances relate to bullying? The links between personality, attitudes towards classroom incivility, and bullying. Educational and Developmental Psychologist, 37(1), 30-38. doi: 10.1017/edp.2019.20
Li, M.*, Truong, D. T.*, DeMille, M., Malins, J. G., Lovett, M. W., Bosson-Heenan, Gruen, J. R., Genes Reading and Dyslexia Study Group, Frijters, J. C. (2019, in press). Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes. Child Neuropsychology. doi: 10.1080/09297049.2019.1648642
Truong, D. T.*, Adams, A. K., Paniagua, S., Frijters, J. C., Boada, R., Hill, D. E., Lovett, M. W., Mahone. E. M., Willcutt, E. G., Wolf, M., Defries, J. C. Gialluisi, A., Francks, C., Fisher, S. E., Olson, R. K., Pennington, B. F., Smith, S. D., Bosson-Heenan, J., Gruen, J. R. (2019). Multivariate genome-wide association study of rapid automatised naming and rapid alternating stimulus in Hispanic American and African–American youth. Journal of Medical Genetics, 56, 557-566.
McTigue, E., Solheim, O. J., Frijters, J. C., Foldnes, N., Walgermo, B. R.* (2019). How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation. Early Childhood Research Quarterly, 48, 122-133.
Tsujimoto, K.*, 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., & Frijters, J. C. (2019). Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention. Scientific Studies of Reading, 23(3), 254-272. https://doi.org/10.1080/10888438.2018.1529767
Vause, T., Neil, N., Jaksic, H.*, Frijters, J. C., Jackiewicz, G., & Feldman, M. (In press, 2019). Functional behavior-based cognitive-behavioral therapy for obsessive compulsive behavior in children with autism spectrum disorder: A randomized controlled trial. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3772-x
Li, M.*, Mallins, J., DeMille, M., Lovett, M. W., Truong, D. T.*, Epstein, K., Lacadie, C., Mehta, C., Bosson-Heenan, J., Gruen, J. R. G., & Frijters, J. C. (2018). The genetic, neuropsychological, and neurophysiological implications of poor reading comprehension. npj Science of Learning, 3(20). https://doi.org/10.1038/s41539-018-0034-9
Guertin, E.*, Vause, T., Jaksic, H., Frijters, J. C., & Feldman, M. (2019). Treating obsessive compulsive behavior and enhancing peer engagement in a preschooler with intellectual disability. Behavioral Interventions, 34, 19-29. https://doi.org/10.1002/bin.1646
Solheim, O. J., Frijters, J. C., Lundetræ, K., Uppstad, P. H. (2018). Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial. Learning and Instruction, 58, 65-79.
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, 115(19) 4951-4956. https://doi.org/10.1073/pnas.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. (2018). Achievement attributions are associated with specific, rather than general learning delays. Learning and Individual Differences, 64, 8-21.
Frijters J.C., Tsujimoto K.C.*, Boada R., Gottwald S., Hill D., Jacobson L.A., Lovett M.W., Mahone E.M., Willcutt E.G., Wolf M., Bosson-Heenan J., & Gruen J.R. (2018). Reading-related causal attributions for success and failure: Dynamic links with reading skill. Reading Research Quarterly. 53(1):127-148. Doi: 10.1002/rrq.189.