Photo of Meridith

Meridith Lovell-Johnston

Assistant Professor

Phone Number: 
+1 (705) 330-4008ext. 2636
Office Location: 
OH 1001L
Office Hours: 
By appointment (
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 


Current Funded Projects

2018-2019 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?