Photo of Meridith

Meridith Lovell-Johnston

Assistant Professor

Email: 
mlovell@lakeheadu.ca
Phone Number: 
+1 (705) 330-4008ext. 2636
Office Location: 
OH 1001L
Office Hours: 
By appointment (www.tinyurl.com/lovelljohnston)
Academic Qualifications: 
Date joined Lakehead: 
August 2015
Previous Teaching/Work: 

Lakehead University Courses (2015 - present)

  • Courses in the Master of Education Program (2019-2020)
    • EDUC 5437 Curriculum Studies in Language Arts
  • Courses in the Two-Year Bachelor of Education Program (2016-Present)
    • EDUC 4031 Curriculum and Instruction in Language Arts (Primary-Junior), Part 1
    • EDUC 4072 Curriculum and Instruction in Language Arts (Primary-Junior), Part 2
  • Courses in the One-Year Bachelor of Education Program (2015-2019)
    • EDUC 3013 Early Reading
    • EDUC 4012 Curriculum and Instruction in Language Arts (Primary-Junior)
    • EDUC 4013 Teaching Early Literacy

University of Alberta Courses (2012-2015)

  • EDEL 305 Language Arts in the Elementary School 
  • EDEL 404 Developing Literacy: Preschool to Grade Three
  • EDEL 407 Reading in the Elementary School
  • EDEL 496 Developing Language and Literacy in Early Childhood Settings 

Publications

Current Funded Projects

2019-2022 Supporting the Development of Young Children’s Self-Regulation Capacities and Literacy Skills in Ontario’s Northern Communities: Engaging Families and Educators

  • SSHRC Partnership Development Grant
  • Principal Investigator Dr. Sonia Mastrangelo
  • Partner Organizations: Kwayaciiwin Education Resource Centre and The Self-Regulation Institute
  • Project Description: The goal and objectives of the partnership are to create new synergies among three organizations invested in children, families, and educators using Indigenous research methodologies to develop new knowledge and understanding of self-regulation practices and literacy development.  Through this partnership, we will share research, perspectives, and experiences that contribute to our knowledge of children’s overall well-being. The partnership also signals an engagement to enter into a meaningful dialogue about the cultural values specific to northern Ontario communities. Issues of social justice, children’s ways of knowing, and navigating the world will be at the forefront of our discussions.  More broadly, the partnership will: a) work as a collective to foster collaborative relationships between participants and researchers through a working group structure (self-regulation, community members, and literacy); b) mobilize working groups consisting of researchers, educators, and community members to co-construct knowledge on self-regulation and literacy resulting in impactful community engagement; c) utilize trauma-informed practices to support the well-being and academic progress of Indigenous children; d) reflect on and respect the visions and goals that individual communities have for their youngest citizens and families; and e) honour children’s voice in the research process through photo/video elicitation of their understanding of self-regulation within a community-based participatory research model. 

2018-2020 Enhancing Instruction in Early Literacy, Inquiry-Based Kindergarten Classrooms

  • SSHRC Partnership Engage Grant
  • Co-Investigator Dr. Sonia Mastrangelo
  • Partner Organization: Simcoe County District School Board
  • Project Description: The Ontario full-day, inquiry-based curriculum for Kindergarten (Ministry of Education, 2016) requires educators to provide both child-initiated free play and structured play-based learning experiences for children to investigate, problem solve, think creatively, and share their learning. Our institutional partner has identified several key priorities for their Kindergarten educators including increased professional development to understand the program document, plan and implement inquiry effectively, and integrate literacy learning within play. Our action research project bridges the gap between theory and practice in literacy instruction and inquiry-based pedagogy for Kindergarten educators. As we work towards improving educators' ability to effectively implement the Kindergarten Program and support their students' transition to formal education, the PI and CI will collect data on program implementation in participating classrooms to support our institutional partner's leadership and decision-making around professional learning for their educators.

2018-2019 Children's Measured Reading Performance using Traditional and Digital Reading Assessments

  • Project Description: Traditional reading assessment measures require the child to read aloud to the teacher and answer questions or retell content read. These assessments are time-consuming. Current trends towards computerized comprehension questions have emerged, where children are assigned a level of proficiency, often without reading to the teacher. How does reading achievement compare using these measures in terms of accuracy and thoroughness?