Concordia University

Sandra Martin-Chang, PhD

Associate Professor, Education

Office: S-FG 6415 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 8932
Website(s): Academia Profile
Research Gate

Sandra Martin-Chang completed her Masters of Science at the University of Aberdeen (Scotland) and her PhD at McMaster University (Ontario, Canada). She has spent the last 3 years working at Mount Allison University. She is also the mother of three beautiful children, all of whom are enjoying their new life in Montreal.


PhD - McMaster University (2005). Ontario, Canada (Department of Psychology)
MSc - University of Aberdeen (1998). Scotland, UK (Department of Psychology)
BSc - University of Toronto (1995). Ontario, Canada (Psychology (Specialist) and Sociology (Major))

Research interests and current projects

Cognitive Development with respect to:

Preschool Children:
Emergent Literacy
Language Development (shy children vs. talkative peers)
Story Book Reading with Parents

Primary Children:
Reading Fluency
Academic Achievements in Home-Schooled Children
The Development of Arithmetic skills

Young Adults:
Implicit and Explicit Memory in Reading
Print Exposure, Memory, and Language
Print-Related Knowledge in Parents and Home Educators
Scaffolding by Parents during Shared Book Reading

Selected publications

Invited book chapters

Trofimovich, P., Martin-Chang, S., & Levesque, K.* (2011). Age effects in L2 learning: Comparing child and adult learners’ performance on tests of implicit and explicit memory. In J. Altarriba & L. Isurin (Eds.), Memory, language, and bilingualism: Theoretical and applied approaches (pp. 1-40). Cambridge, ENG: Cambridge University Press.

Martin-Chang, S. (2009). Is a story the same as the sum of its parts? The deferential effects of context and isolated word training on reading fluency. In M. Reeds (Eds.), Children and Language: Development, Impairment, and Training (pp. 31-51). New York, NY: Nova Science Publishers Inc.

Segal*, A., & Martin-Chang S. (submitted) Parents knowledge of english language structure and their children's reading performances in kindergarten and grade 1.

Martin-Chang, S., Ouellette, G, & Bond, L. (submitted) Differential effects of context and feedback on orthographic learning. How good is enough.

Martin-Chang, S., & Levesque*, K. (in press) Making an informed choice about homeschooling.

Martin-Chang, S. (2016) Learning to read with and without feedback, in and out of context. Journal of Educational Psychology.doi:10.1037/edu0000131  

Martin-Chang, S., & Levesque*, K. (2015). Reading words in and out of connected text: The impact of context on semantic and orthographic processing. Scientific Studies of Reading, 19, 392-408. doi:10.1080/10888438.2015.1059839 

Martin-Chang, S., Ouellette, G., & Madden, M. (2014). Does poor reading equate to slow reading? The relationship between reading, spelling, and orthographic quality. Reading and Writing, 271485-1505. doi:10.1007/s11145-014-9502-7

McClintock* , B., Pesco, D., & Martin-Chang, S. (2014). Thinking Aloud: Effects on text comprehension by children with specific language impairment and their peers. International Journal of Language & Communication Disorders, 49, 637-648. doi:10.1111/1460-6984.12081

Martin-Chang, S., & Levesque*, K. (2013). Taken out of context: Differential processing in contextual and isolated word reading. Journal of Research in Reading, 36, 330-349. doi:10.1111/j.1467-9817.2011.01506.x

Martin-Chang, S., & Gould, O.N. (2012). Reading to children versus listening to children read: Mother/child interactions as a function of principal reader. Early Education and Development, 23, 855-876. doi:10.1080/10409289.2011.578911

Martin-Chang, S., Gould, O.N., & Meuse, R.E*. (2011). The impact of schooling on academic achievement: Evidence from home-schooled and traditionally-schooled students. Canadian Journal of Behavioural Science /Revue Canadienne Des Sciences Du Comportement, 43, 195-202. doi:10.1037/a0022697

Ladd*, M., Martin-Chang, S., & Levesque, K*. (2011). Parent’s reading related knowledge and children’s reading acquisition. Annals of Dyslexia, 61, 201-222. doi: 10.1007/s11881-011-0053-1

Martin-Chang, S., & Gould, O.N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273-284. doi:10.1111/j.1467-9817.2008.00371.x

Martin-Chang, S., Levy, B.A., & O’Neil, S*. (2007). Word acquisition, retention, and transfer: Findings from contextual and isolated word training. Journal of Experimental Child Psychology, 96, 37-56. doi:10.1016/j.jecp.2006.08.004.

Martin-Chang, S., & Levy, B.A. (2006). Word reading fluency: A transfer appropriate processing account of fluency transfer. Journal of Reading and Writing: An Interdisciplinary Journal, 19, 517-542. doi:10.1007/s11145-006-9007-0

Martin-Chang, S., & Levy, B.A.(2005). Fluency transfer: Differential gains in reading speed and accuracy following isolated word and context training. Journal of Reading and Writing: An Interdisciplinary Journal, 18, 343-376. doi:10.1007/s11145-005-0668-x

Spere, K.A*., Schmidt, L.A., Theall-Honey, L.A., & Martin-Chang, S. (2004). Expressive and receptive language skills of temperamentally shy preschoolers. Infant and Child Development, 13, 123-133. doi:10.1002/icd.345

Martin, S., Turnbull, O. H., & Venneri, A. (1999). The rotation of a complex figure by children. Brain and Cognition, 40, 189-192.

Lange-Küttner, C., Martin, S., & Krappman, L. (1999). Analytic and holistic word processing in British and German children: Effects of early instruction. Brain and Cognition, 40, 159-162.
* Student collaborator

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