My Publications & Professional Activities

PUBLICATIONS

van der Boom, E. H., Jang, E. E. (2018). The effects of holistic diagnostic feedback intervention on improving struggling readers’ reading skills. Journal of Teaching and Learning 12(2), 54-69.

Jang, E. E., Vincett, M., van der Boom, E. H., Lau, C., & Yang, Y. (2017). Considerations for innovative young learner assessment design and use. In M. K. Wolf & Y. Butler (Eds.), English language proficiency assessments for young learners.

Jang, E. E., Dunlop, M., Park, G., & van der Boom, E. H. (2015). How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback? Language Testing, Special Issue, 1-25.


PROFESSIONAL ACTIVITIES


Paper Presentations


van der Boom, E. H. & Jang, E. (April 2016). The effects of diagnostic feedback intervention on the literacy skills of struggling learners. Paper presented to the conference of Canadian Society for the Studies of Education, Calgary, AB, Canada.

Jang, E., Lau, C., Vincett, M., van der Boom, E., Park, G., & Dunlop, M. (April 2016). Investigating the Effects of Cognitive and Psychosocial Factors on Young Learners’ Use of Cognitively Diagnostic Feedback. Paper presented at the Conference of American Educational Research Association, Washington, DC, United States.

Park, G, Dunlop, M., van der Boom, E. H., & Jang, E., (March 2015). A mixed-methods investigation into young learners’ cognitive and metacognitive strategy use in a reading test. Paper presented at the 37th Language Testing Research Colloquium, Toronto, ON, Canada.

Jang, E., Dunlop, M., Park, G., & van der Boom, E. H. (June 2014). A mixed-methods investigation into the role of cognitively diagnostic assessment. Paper presented at the 36th Language Testing Research Colloquium, Amsterdam, Netherlands.

van der Boom, E. H. (May 2014). Using DIF analysis to improve fairness in testing: Multiple-choice items and students with learning disabilities. Paper presented to the conference of Canadian Society for the Studies of Education, St. Catherines, ON, Canada.

Baba, A., Jang, E. E., Dunlop, M., Park, G., & van der Boom, E. H. (May 2014). Predictors of reading achievement: Student goal orientations in contrast to perceived parent goal orientations. Paper presented to the conference of Canadian Society for the Studies of Education, St. Catherines, ON, Canada.

Park, G., Jang, E. E., Dunlop, M., & van der Boom, E. H. (March 2014). The uptake and use of cognitively diagnostic feedback: Responses of students, parents, and a teacher. Paper presented at the Conference of American Association of Applied Linguistics, Portland, OR, United States.

Park, G. & van der Boom, E. H. (January 2014). Which students are diagnosed as having a learning disability and how do they perform? 14th Annual Dean’s Graduate Student Research Conference. Workshop presented at OISE/UT, Toronto, ON, Canada.

van der Boom, E. H. (November 2007) Learning differences. Ontario Council for Exceptional Children Conference, Niagara Falls, ON, Canada.


Roundtable Discussion


van der Boom, E. H. (April 2016). Who is failing the provincial reading test in Ontario? A cognitive view of reading comprehension profiles. Roundtable discussion presented to the conference of Canadian Society for the Studies of Education, Calgary, AB, Canada.


Poster Presentations


Jang, E. E., Lau, C., Vincett, M., van der Boom, E. Park, G., & Dunlop, M. (2016). Investigating the effects of cognitive and psycho-social factors on young learners’ use of cognitively diagnostic feedback. Poster presented at American Educational Research Association, Washington, DC, USA.

van der Boom, E. H., Lau, C., Yang, Y., Vincett, M., Dobski, M., & Jang, E. (August 2015). Using Individualized Diagnostic Feedback Intervention to Engage Student Learning. Poster presented at the American Psychological Association Convention, Toronto, ON, Canada.

Dunlop, M., Jang, E. E., Park, G., & van der Boom, E. H. (April 2014). Triangulation of Learner Latent Profiles: Cognitively Diagnostic Reading Skills, Goal Orientations and Self-Perceived Reading Skills. Poster presented at the Conference of American Educational Research Association, Philadelphia, PA, United States.


Most Recent Invited Talks


van der Boom, E. H. (2017, February). Differentiated Instruction: One Size Doesn’t Fit All. Presented at Netherlands Reformed Teachers Convention, Jordan Station, ON, Canada.

van der Boom, E. H. (2017, February). Leaders of Their Own Learning. Presented at Netherlands Reformed Teachers Convention, Jordan Station, ON, Canada.

van der Boom, E. H. (2017, October). Differentiated Instruction: One Size Doesn’t Fit All. Presented at Canadian Reformed Teachers Convention, Smithville, ON, Canada.

van der Boom, E. H. (2017, October). Leaders of Their Own Learning. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2015, October). Developing effective learning goals. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

Sutherland, M. & van der Boom, E. H. (2015, October). Exploring curriculum trak: Our journey towards curriculum stewardship. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

Petrusma, G., van der Boom, E. H. & Panza, B. (2015, October). Celebrations of Learning. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2014, October). Differentiated Instruction: Putting it all together in your differentiated classroom. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2014, October). Differentiated Instruction: Instructional strategies for differentiated instruction. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2014, October). Differentiated Instruction: Recognizing and honouring diversity. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2014, October). Differentiated Instruction: One size doesn’t fit all. Presented at Edifide Teachers Convention, Ancaster, ON, Canada.

van der Boom, E. H. (2014, January). Differentiated Instruction: One size doesn’t fit all. Presented at Rehoboth Christian School, Copetown, ON, Canada.Jang, E. E., Dunlop, M., Park, G., & van der Boom, E. H. (2013, March). Centrality of cognitively diagnostic feedback in language learning classrooms. Paper presented at CERLL Colloquium, OISE/UT, ON, Canada.