Dr Perry Klein
Associate Dean, Research
I lead a team investigating “Early Intervention in Writing.” This project, funded by a SSHRC Insight Grant, takes an evidence-based approach to four questions: How can we teach writing strategies and self-regulation to beginning writers? How can we make writing education more effective for struggling writers, including students with learning disabilities? How can writing instruction be organized to make it inclusive and effective? How should instruction in composition and mechanics be sequenced, balanced and integrated?
I began my career as a teacher in North York, Ontario. I completed a PhD in Applied Educational Psychology at the Centre for Applied Cognitive Science at the University of Toronto. I serve as Associate Dean (Research) in the Faculty of Education. I am currently accepting graduate students.
Klein, P. D., Archibald, L. M., & Tucker, W. A. “Early intervention in writing.” Social Science and Humanities Research Canada Insight Grant. Funded for $238,307.00. March 15, 2018 to March 31, 2023. File number 435-2018-1299.
Klein, P. D. “Can cognitive load theory be used to support nonfiction writing?” Funded for $114, 252. Social Science and Humanities Research Canada Insight Grant. April 01, 2012 to March 31, 2016. Extended to March 31, 2017.
Klein, P. D., Giese, C., Dombrowski, J., Bildfell, A., Sha, K, & Thompson, S. (in preparation). Teaching Grade 1 writers to self-regulate.
Klein, P. D. (2020). Integrating social and psychological perspectives on writing as a learning activity. In Charles Bazerman et al. (Eds.), Conocer la escrita: investigación más allá de las fronteras / Knowing Writing: Writing Research Across Borders (pp. 399-422). Bogota, Colombia: Pontifica Universidad Javeriana and the Writing Across the Curriculum Clearinghouse.
Klein, P. D., Bildfell, A., Archibald, L. M. D. & Auckland, K. (2019, April). Early
intervention in writing: Recent research on what works. Presentation at Faculty Research Partners Day. Faculty of Education. London, Ontario, Canada.
Klein, P. D. & van Dijk, A. (2019). Writing as a learning activity. In J. Dunlosky & K. Rawson (Eds.), Cambridge Handbook of Cognition and Education (pp. 266-29). Cambridge University Press: Cambridge, MA.
Haug, K. N. & Klein, P. D. (2018). Learning a writing strategy through speech-to-text software versus handwriting. Reading & Writing Quarterly, 18, 47-62.
Klein, P. D., Haug, K. N., & Bildfell, A. (2018). Best practices in writing to learn. In S. Graham, C. A. MacArthur, & M. Hebert (Eds.), Best practices in writing instruction (3rd ed.; pp. 162-184). New York, NY: The Guilford Press.
Klein, P. D. (2017, October). Writing strategy instruction with the Thames Valley District School Board: What have we learned? Presentation at Faculty Research Partners Day. Faculty of Education. London, Ontario, Canada.
Klein, P. D. (2017, May). Three approaches to collaborating with classroom teachers on writing strategy instruction. Invited talk for research meeting of school speech and language pathologists. Elmhurst Inn and Spa, Ingersoll, Ontario, Canada.
Klein, P. D. (2017, February). Integrating social and psychological perspectives on writing as a learning activity. Plenary talk at Writing Research Across Borders, Meeting of the International Society for the Advancement of Writing Research, Bogota, Colombia.
Arcon, N., Klein, P. D., & Dombroski, J. (2017). Effects of dictation, speech to text, and handwriting on the written composition of English Language Learners. Reading & Writing Quarterly, 33, 533-8.
Klein, P. D., Haug, K. N. & Arcon, N. (2017). The effects of rhetorical and content subgoals on writing and learning. Journal of Experimental Education, 85(2), 291-308. [Q2, Impact factor 1.09]
Klein, P. D., Arcon, N., & Baker, S. (2016). Writing to learn. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd edition; pp. 243-256). New York, NY: The Guilford Press.
Klein, P. D., & Haug, K. (2016, July). Writing strategy instruction with forward and backward chaining: Effects on cognitive load and text quality. Paper presented at the European Association for Learning and Instruction, SIG Writing Conference, Liverpool, United Kingdom.
Kirkpatrick, L. C. & Klein, P. D. (2016). High-achieving high school students’ strategies for writing from Internet-based sources of information. Journal of Writing Research, 8(1), 1-47.
Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311-350
Klein, P. D. (2015). Mediators and moderators in individual and collaborative writing to learn. Journal of Writing Research, 7(1), 201-214.
Klein, P. D., Haug, K. & Arcon, N. (2015, August). Argument writing as discovery: Effects on cognitive load, reasoning, and learning in science. Paper presented at the Argument-Based Inquiry Conference, Spokane, Washington.
Klein, P. D., & Ehrhardt, J. S. (2015). Effects of persuasion and discussion goals on writing, cognitive load, and learning in science. Alberta Journal of Educational Research. 61(1), 40-64.
Yu, A. & Klein, P. D. (2015, June). Using worked-out examples of written explanation for writing-to-learn in evolutionary biology. Paper presented at the Canadian Society for Study of Education, Ottawa, Canada.
Teaching and Supervision
E5437 Supporting Primary and Junior Learners who Struggle with Reading and Writing
E9526 Psychology in Education: Issues, Theories and Practices
Bildfell, Ashley. The Interview on Self-Regulation in Early Writing: A Validity Study. In progress.
Haug, Katrina. Effect of Speech-to-text software on learning a writing strategy for struggling and normally achieving writers. In progress.
Haug, Katrina. The effect of speech-to-text software on learning a new writing strategy. (M.A. thesis). Western University, London, Canada. Defended June, 2016.
Kirkpatrick, Lori C. Students’ strategies for writing from online sources of information. (Ph.D. Dissertation). Western University, London, Canada. Defended June, 2012. Winner of the Dunlop Award for best Canadian Doctoral thesis in educational psychology.