College of Education and Human Development

Education

Ph.D.      Educational Psychology, Specialization: Learning, Development, and Instruction; Subspecialization: Literacy. City University of New York (CUNY), Graduate School and University Center. Dissertation Topic: The effects of observational learning on preschoolers' letter-name knowledge. Awarded May, 1998.

M.Phil.      Educational Psychology, CUNY, Graduate School and University Center. Awarded May, 1997.

B.A.      Psychology, Western Michigan University. Awarded May, 1988.

Courses taught

EDFI 3010      Educational Psychology Applied to Early Childhood     

EDFI 3020      Educational Psychology

EDFI 6270      Development of the Elementary School Child

EDFI 6710      Life-Span Development

EDFI 6770      Contemporary Theory and Research  

Research Interests

Emergent literacy issues, specifically alphabet learning & environmental print

Self-regulated learning, specifically related to reading

Motivation, specifically related to reading

Recent Publications

Journal Editorship

Horner, S. L., & O'Connor, E. A. (Eds., 2007). Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing Quarterly, 23.  

Journal articles

Horner, S. L., Bhattacharyya, S., & O'Connor, E. A. (April 2008). Modeling: It's more than just imitation. Childhood Education, 84, 219-222.

Horner, S. L., & O'Connor, E. A. (2007). Developing self-regulation within the Reading Recovery context. In S. L. Horner & E. A. O'Connor (Eds.), Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing Quarterly, 23, 97-106.

Horner, S. L., & O'Connor, E. A. (2007). Introduction to the special issue. In S. L. Horner & E. A. O'Connor (Eds.), Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing Quarterly, 23, 1-5.

Horner, S. L. (2005). Categories of environmental print: All logos are not created equal. Early Childhood Education Journal, 33, 113-119.

Horner, S. L. (2004). Observational learning during shared book reading: The effects on preschoolers' attention to print and letter knowledge. Reading Psychology: An International Quarterly, 25, 1-22.

Horner, S. L., & Gaither*, S. (2004). Attribution retraining instruction with a second-grade class. Early Childhood Education Journal,31, 165-170.

Horner, S. L., & Shwery, C. S. (2002). Becoming an engaged self-regulated reader. In S. J. Pape, B. J. Zimmerman, & F. M. Pajares (Eds.), Becoming a self-regulated learner. Special issue of Theory into Practice, 41, 102-109.

Encyclopedia entries

Bhattacharyya, S., &  Horner, S. L. (2007). Albert Bandura.  In  R. S. New & M. Cochran (Eds.),  Early Childhood Education:  An International Encyclopedia. Westport, CN: Greenwood Publishing.

Horner, S. L., & Bhattacharyya, S. (2007). Social Cognitive Theory.  In  R. S. New & M. Cochran (Eds.),  Early Childhood Education:  An International Encyclopedia. Westport, CN: Greenwood Publishing.

PROFESSIONAL SERVICE           

Co-Chair -- Special Issue Group – Academic Studying and Self-Regulated Learning, American Educational Research Association (AERA).

Proposal Reviewer -- AERA