Jane Ashby, PhD
Associate Professor, Department of Psychology, Central Michigan University
Senior Director of Education, The Stern Center for Language and Learning
Ph.D., University of Massachusetts, 2006
Ed.M., Harvard Graduate School of Education, 1991
My research investigates how skilled readers recognize words quickly and accurately during silent reading. I use eye movements and EEG to examine questions about the intersection of reading and speech processes. Interests include: the role of phonological processing in the front end of skilled word recognition; the coordination of orthographic and phonological processes in reading; the relationship between phonological processing speed and silent reading fluency in children. The findings extend our understanding of skilled reading processes and reading development. My applied interests include reading education, dyslexia, and effective reading interventions.
- Jared, D., Ashby, J., Agauas, S. J., & Levy, B. A. (2016). Phonological activation of word meanings in Grade 5 readers. Journal of Experimental Psychology: Learning, Memory & Cognition, 42, 524-541.
- Ashby, J., Dix, H., Bontrager, M., Dey, R., & Archer, A. (2013). Phonemic awareness contributes to text reading fluency: Evidence from eye movements. School Psychology Review, 42(2), 157-170.
- Ashby, J., Sanders, L.D., Kingston, J. (2009). Skilled readers begin processing phonological features by 80 ms: evidence from ERPs. Biological Psychology, 80, 84-94.
- Ashby, J., Treiman, R., Kessler, B., & Rayner, K. (2006). Vowel processing during silent reading: Evidence from eye movements. Journal of Experimental Psychology: Learning, Memory, & Cognition, 32, 416-424.
- Ashby, J., Rayner, K., & Clifton, C., Jr. (2005). The reading patterns of highly-skilled and average readers: Evidence from eye movements. Quarterly Journal of Experimental Psychology: Section A, 58, 1065-1086.