READING STRATEGIES
Ward, O.& Friesen, D.C. (2024) Individual differences in text processing and recall in children with and without ADHD. Journal of Research in Special Educational Needs,00, 1–16. Available from: https://doi.org/10.1111/1471-3802.12717
Friesen, D.C., Schmidt, K., Atwal, T., & Celebre, A. (2022). Predicting reading comprehension performance with strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.986937.
Friesen, D.C. & Frid, B.A. (2021). Predictors of successful reading comprehension in bilingual adults: The role of strategies and language proficiency. Languages, 6, 18. doi.org/10.3390/languages6010018
Vollebregt, M., Leggett, J., Raffalovitch, S., King, C., Friesen, D.C., & Archibald, L. (2021). Evidence for complementary effects of code- and knowledge-focused reading instruction. Child Language Teaching and Therapy, 1-21. doi.org/10.1177/02656590211014246.
Frid, B. & Friesen, D.C. (2021). An investigation of reading strategy patterns recruited by bilingual adults and children, Canadian Modern Language Review, 77, 212-233.
Friesen, D.C., Ward, O., Bohnet, J., Cormier, P. & Jared, D. (2020). Early activation of cross-language meaning from phonology during sentence processing. Journal of Experimental Psychology: Learning, Memory and Cognition, 46 (9), 1754 -1767.
Friesen, D.C., Whitford, V., Titone, D., & Jared, D. (2020). The impact of individual differences on cross-language activation of meaning by phonology. Bilingualism: Language and Cognition, 23, 323-343.
Frid, B. & Friesen, D.C. (2020). Reading comprehension and strategy use in fourth and fifth grade French immersion students. Reading & Writing, 33, 1213 -1233.
Tiv, M., Gonnerman, L., Whitford, V., Friesen, D., Jared, D., & Titone, D. (2019). Figuring out how verb-particle constructions are understood during L1 and L2 reading. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01733.
Friesen, D.C., & Haigh, C.A. (2018). How strategy instruction can improve second language reading comprehension: A review. The Reading Matrix, 18, 1-18.
Friesen, D. C., & Jared, D. (2007). Cross-language message- and word-level transfer effects in bilingual text processing. Memory & Cognition, 35, 1540-1554.
BILINGUALISM
Friesen, D.C., & Lamoureux, C. (2023). Metalinguistic awareness in bilinguals. To appear in G. Luk, J. Grundy, & J. Anderson (eds.) Understanding Language and Cognition Through Bilingualism. John Benjamins
Friesen, D.C. Ward, O.& Archibald, L. (2022). Sentence repetition performance differences in bilingual and monolingual children. Journal of Speech, Language and Hearing Research. https://doi.org/10.1044/2022_JSLHR-21-00596
Desroches, A.S., Friesen, D.C., Teles, M., Korade, C.A. & Forest, E.W. (2022). The dynamics of cross-language phonological activation in bilinguals: Evidence from event related potentials. Bilingualism: Language and Cognition. 1-6.
Friesen, D.C., Edwards, K., & Lamoureux, C. (2021). Predictors of verbal fluency in monolingual and bilingual children: The role of English receptive vocabulary and fluid intelligence. Journal of Communication Disorders. doi.org/10.1016/j.jcomdis.2020.106074
Vingron, N., Gulifer, J., Whitford, V., Friesen, D.C., Jared, D., Titone, D. (2021). Cross-language syntactic activation during bilingual reading: Eye movement evidence from adjective-noun constructions. Front. Commun. 6:597701.doi: doi.org/10.3389/fcomm.2021.597701.
Friesen, D.C., & Haigh, C. A. (2018). Cross-language associative priming in influenced by language proficiency and executive control. The Canadian Journal of Experimental Psychology, 72, 264-276.
Berkes, M., Friesen, D. C. & Bialystok, E. (2018). Cultural context as a biasing factor for language activation in bilinguals. Language, Cognition and Neuroscience, 33(8), 1032 -1048.
Grundy, J.G., Chung-Fat-Yim, A., Friesen, D. C., Mak, L. & Bialystok, E. (2017). Sequential congruency effects reveal differences in disengagement of attention for monolingual and bilingual young adults. Cognition, 163, 42-55.
Friesen, D. C., Oh, J. & Bialystok, E. (2016). Phonologically-mediated meaning activation in monolinguals and bilinguals: Evidence from homophone effects in ERP. Linguistic Approaches to Bilingualism, 6, 262-289
Friesen, D. C., Chung-Fat-Yim, A., & Bialystok, E (2016). Lexical selection differences between monolingual and bilingual listeners. Brain & Language, 152, 1-13.
Friesen, D.C., Luo, L., Luk, G. & Bialystok, E. (2015). Proficiency and control in verbal fluency performance across the lifespan for monolinguals and bilinguals. Language, Cognition and Neuroscience, 30, 238- 250.
Friesen, D. C., Latman, V., Calvo, A.,& Bialystok, E. (2015). Attention during visual search: The benefit of bilingualism. The International Journal of Bilingualism, 19, 693-702.
Friesen, D. C., Jared, D., & Haigh, C.A. (2014). Phonological processing dynamics in bilingual word naming. Canadian Journal of Experimental Psychology, 68, 179-193.
Friesen, D.C., & Bialystok, E. (2013). Control and representation in bilingualism: Implications for pedagogy. In J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism.(pp. 223 – 240). Amsterdam: John Benjamins.
Friesen, D. C., & Bialystok, E. (2012). Metalinguistic ability in bilingual children: The role of executive control. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 12, 47- 56.
Friesen, D. C., & Jared, D. (2012). Cross-language phonologically-mediated activation of meaning: Evidence from category verification. Bilingualism: Language and Cognition, 15, 145-156.
INCLUSIVE EDUCATION
Friesen, D.C., & Hennessy, A. (2024). Teachers’ perceptions of implementing Ontario’s Right to Read Report’s recommendations. Education Sciences,14(7): 791.
https://doi.org/10.3390/educsci14070791
Friesen, D.C., Shory, U., & Lamoureux, C. (2023). The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout. Social Sciences & Humanities Open. https://doi.org/10.1016/j.ssaho.2023.100599.
Friesen, D.C., King, C.B., & Fenesi, B. (2022). Preservice teachers' impressions of psychoeducational reports. Psychology in the Schools. https://doi.org/10.1002/pits.22826.
Lee, Y.., Neil, N. & Friesen, D.C. (2021). Support needs, coping, and stress among parents and caregivers of children with down syndrome. Research in Developmental Disabilities, 119. doi:doi.org/10.1016/j.ridd.2021.104113. Contribution: 10%
Friesen, D.C., & Cunning, D. (2020). Making explicit pre-service teachers’ implicit beliefs about inclusive education. The International Journal of Inclusive Education, 24 (14), 1494-1508.
Friesen, D. C., & Joanisse, M. F. (2012). Homophone effects in Deaf readers: Evidence from lexical decision. Reading and Writing: An Interdisciplinary Journal, 25, 375-388.
Moreno, S., Friesen, D. C., & Bialystok, E. (2011). Effect of music training on promoting preliteracy skills: Preliminary causal evidence. Music Perception, 29, 165-172.