Dr. Christie Fraser (she/her/elle) Associate Teaching Professor | School of Education

Teaching Interests

• Decolonizing teacher practice
• Anti-racism, equity, and social justice in the elementary classroom
• Reading development and diversity
• Developmental psychology, learning, and teaching
• Assessment and evaluation in BC schools
• Literacy curriculum development
• Self-regulated learning
• Action research & educational fieldwork

Research Interests

• Teacher candidate readiness
• Longitudinal predictors of reading achievement
• Reading comprehension and components of oral language
• Early identification of reading and language difficulties in ELLs
• Literacy intervention and remediation
• Roles of prosodic awareness and fluency in reading
• Professional development for educators in literacy

Research Methods and Designs

• Quantitative: Correlational and longitudinal
• Intervention: Quasi-experimental
• Secondary data analysis

Publications

SELECT PEER-REVIEWED JOURNAL ARTICLES

• Fraser, C., Geva, E., Gottardo, A., Biemiller, A., & Pasquarella, A. (2021). English language learners' comprehension of logical relationships in expository texts: Evidence for the confluence of general vocabulary and text-connecting functions. Language Learning. https://doi.org/10.1111/lang.12453
• Fraser, C. Geva, E., & Gottardo, A. (Revisions, 2021). Distinctive early reading and language profiles of English Learners and their differential associated with subsequent reading comprehension deficits, Annals of Dyslexia.
• Fraser, C., Herman, J., Elgie, S., & Childs, R. (2018). How School Leaders Search For and Use Evidence. Educational Research, 60(4), 390-409.
• Fraser, C., Gottardo, A., & Geva, E. (2017). Young bilingual children with balanced and dominant vocabulary profiles: Examining the relationship between vocabulary and English reading comprehension. Conference proceeding from the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) Conference, Ottawa ON.
• Fraser, C., Adelson, V., & Geva, E. (2014). Recognizing English language learners with reading disability: Minimizing bias, accurate identification, and timely intervention. Perspectives on Language and Literacy, 40(40), 11-17.
• Fraser, C., Wade-Woolley, L., & Kirby, J. (2011). Phonological awareness and word reading in Korean children learning English. Conference proceeding from the Research in Reading Chinese and Related Asian Languages Conference, Toronto ON.

BOOK CHAPTERS

• Geva E., & Fraser, C. (2017). Multilingual learners: Vocabulary and beyond. In Eliane Segers & Paul van den Broek (Eds). Developmental Perspectives in Written Language and Literacy.
• Fraser, C., Massey-Garrison, A. & Geva, E. (2015). Chapter 8: Problems with Reading. In Becky Xi Chen, Vedran Dronjic, & Rena Helms-Park (Eds.) Reading in a Second Language: Cognitive and Psycholinguistic Issues. Routledge.

PRACTITIONER PUBLICATIONS

• Fraser, C., Herman, J., Elgie, S., & Childs, R. (2014). Evaluating Evidence about Educational Programs. The Register Magazine Ontario Principals' Council (OPC).
• Herman, J., Fraser, C., Elgie, S., & Childs, R. (2013). Efficiency in the workplace: How knowledge mobilization can help life balance. Leaders & Learners, Canadian Association of School Administrators Magazine.

RESEARCH DOCUMENTS

• Mundy, K., Proulx, K., Janigan, K., Geva, E., Fraser, C. (2014). An Evaluation of the Child-to-Child School Readiness Programme in Ethiopia. OISE-University of Toronto.
• Adelson, V., Fraser, C., & Geva, E. (2014). Identification, Assessment and Instruction of English Language Learners At-risk for Learning Difficulties in the Elementary and Intermediate Grades. OISE-University of Toronto.
• Pasquarella, A., Fraser, C., Kornacki, T., Iwenofu, L, Farnia, F., & Geva, E. (2012). Vocabulary Learning Project Tutor Training Manual (3rd Ed.). Pathways Vocabulary Learning Project, OISE-University of Toronto.
• Child, R., Elgie, S., Herman, J., Fraser, C., Bennett, K., Pagan S., Palijan, S., & Rousell, G. (2012). Evaluating Evidence About Educational Programs. A research handbook in collaboration with OISE University of Toronto, Association of Educational Researchers of Ontario, & Knowledge Network for Applied Educational Research.

THESES

• Fraser, C. (2016). The linguistic and reading skills of English language learners at-risk for poor reading comprehension: Profiles and predictors (Doctoral dissertation). OISE-University of Toronto, ON.
• Fraser, C. (2010). An exploration of levels of phonological awareness as predictors of word reading in Korean children learning English (Master's thesis). Queen's University, ON.

Courses Taught

THOMPSON RIVERS UNIVERSITY

• EDIE 3100: Child Development and Teaching
• EDLL 3100: Language and Literacy 1
• EDPR 3100: Practicum I
• EDTL 3200: Teaching and Learning 2
• EDLL 3200: Language and Literacy 2
• EDPR 3200: Practicum II
• EDTE 4110: Professional Growth and Development
• EDEF 4200: School Organization
• EDCO 4200: Communications 2
• EDUC 5070: Research Design
• EDUC 5180: Project
• EDUC 5250: Inquiry Across the Curriculum
• EDUC 5998: Thesis

QUEEN'S UNIVERSITY

• PME 894: Introduction to Educational Fieldwork
• GDE/PME 833: Supporting Innovative Thinking
• GDE/PME 810: Integrated Planning, Instruction and Assessment
• GDE/PME 800: Self-Regulated Inquiry and Learning
• CONT 925: Reading and Literacy in the Primary Grades
• CONT 942: Teaching and Learning in an Intercultural Setting
• CONT 533: Reading Part 1
• CONT 534: Reading Part 2

TORONTO METROPOLITAN UNIVERSITY

• CCLD 307: Cognitive Development
• CCLD 342: Assessment for Programming

OISE-UNIVERSITY OF TORONTO

• CTL 7019: Supporting English Language Learners
• EDU 3506: Psychological Foundations of Learning and Development
• EDU 460: Psychological Foundations of Learning

Timetable

Description	Day	Start	End
EDLL 3100 Office Hours	Tuesday	11:30 AM	12:30 PM
EDUC 5250 Office Hours	Wednesday	11:30 AM	12:30 PM
EDLL 3100 Office Hours	Thursday	11:30 AM	12:30 PM