1
CURRICULUM VITAE
Deborah McCutchen
Professor, Educational Psychology
University of Washington
312 Miller Hall, Box 353600
Seattle, WA 98195-3600
(206) 616-6307
Academic Positions:
2001-presentAssociate Dean for Research and Faculty Support
University of Washington College of Education
1996-presentProfessor, Educational Psychology
University of Washington
1990-1996Associate Professor, Educational Psychology
University of Washington
1986-1990Assistant Professor, Educational Psychology
University of Washington
1985- 1986Post-doctoral Research Associate, Psychology
University of Colorado
1984-1985Instructor, Cognitive Psychology
University of Pittsburgh
1977-1978Instructor, English Composition
Youngstown State University
Education:
Ph.D. 1985Cognitive Psychology, University of Pittsburgh
M.A.1978English, Youngstown State University
B.A.1976Psychology & English, summa cum laude
Youngstown State University
Research interests:
Cognitive processes in reading and writing
Development of literacy and language skills
Teacher knowledge of literacy and literacy learning
Professional Memberships:
American Educational Research Association
International Reading Association
Psychonomic Society
Society for the Scientific Study of Reading
European Association for Research on Learning and Instruction
RESEARCH
Publications: Articles in Refereed Journals
McCutchen, D., & Logan, B. (In press). Inside incidental word learning: Children’s strategic use of morphological information to infer word meanings. Reading Research Quarterly.
McCutchen, D. (In press). From novice to expert: Implications of language skills and writing-relevant knowledge formemory in the development of writing skill. Journal of Writing Research.
McCutchen, D., Logan, B., & Biangardi-Orpe, U. (2009). Making meaning: Children’s sensitivity to morphological information during word reading. Reading Research Quarterly, 44(4), 360-376. Ddx.doi.org/10.1598/RRQ.44.4.4
McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading & Writing: An Interdisciplinary Journal, 22, 401-423.
McCutchen, D., Green, L., & Abbott, R. D. (2008). Children’s morphological knowledge: Links to literacy. Reading Psychology: An International Journal, 29, 289-314.
Gray, A. L., & McCutchen, D. (2006). Young readers’ use of phonological information: Phonological awareness, memory, and comprehension. Journal of Learning Disabilities, 39, 325-333.
Berninger, V. W., Vermeulen, K., Abbott, R. D., McCutchen, D., Cotton, S., Cude, J., Dorn, S., and Sharon, T. (2003). Comparison of approaches for supplementary reading instruction in at-risk second graders. Language, Speech, & Hearing Services in Schools, 34, 101-115.
Green, L. B., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood, A., & Juelis, J. (2003). Morphological development in children’s writing. Journal of Educational Psychology, 95, 752-761.
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86.
McCutchen, D., Harry, D. R., Cunningham, A. E., Cox, S., Sidman, S., & Covill, A. E. (2002). Reading teachers’ knowledge of children’s literature and English phonology. Annals of Dyslexia, 52, 207-228.
McCutchen, D. (2000). Knowledge acquisition, processing efficiency, and working memory: Implications for a theory of writing. Educational Psychologist, 35, 13-23.
McCutchen, D., & Berninger, V. W. (1999). Those who know teach well: Helping teachers master literacy-related subject-matter knowledge. Learning DisabilitiesResearch and Practice, 14, 215-226.
McCutchen, D., Francis, M., & Kerr, S. (1997). Revising for meaning: Effects of knowledge and strategy. Journal of Educational Psychology, 89, 667-676.
McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-324.
Reprinted as:
McCutchen, D. (1998). Une theorie de la capacite pour la redaction: La memoire de travail dans la composition. In A.Piolat & A. Pelissier (Eds.), La redaction de textes: Approche cognitive (pp. 183-224). Lausanne, Switzerland: Delachaux et Niestle.
McCutchen, D. (1996). From product to process: Legacy of the problem solving approach to writing. Educational Psychology Review, 8, 187-191.
Kabrich, M., & McCutchen, D. (1996). Phonemic support in comprehension: Comparisons between children with and without mild retardation. American Journal on Mental Retardation, 100, 510-527.
McCutchen, D. (1995). Cognitive processes in children's writing: Developmental and individual differences. Issues in Education: Contributions from Educational Psychology, 1, 123-160.
McCutchen, D. (1995). Interdisciplinary dialogue: Avoiding a war on two fronts. Issues in Education: Contributions from Educational Psychology, 1, 227-235.
McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in writing skill: Implications of translating fluency. Journal of Educational Psychology, 86, 256-266.
McCutchen, D., & Crain-Thoreson, C. (1994). Phonemic processes in children's reading comprehension. Journal of Experimental Child Psychology, 58, 69-87.
McCutchen, D., Dibble, E., & Blount, M. M. (1994). Phonemic effects in reading comprehension and text memory. Applied Cognitive Psychology, 8, 597-611.
McCutchen, D., Laird, A., & Graves, J. (1993). Literature study groups with at-risk students: Extending the grand conversation. Reading Horizons, 33, 313-328.
McCutchen, D., Bell, L. C., France, I. M., & Perfetti, C. A. (1991). Phoneme-specific interference in reading: The tongue-twister effect revisited. Reading Research Quarterly, 26, 87-103.
Nolen, P. A., McCutchen, D., & Berninger, V. (1990). Ensuring tomorrow's literacy: A shared responsibility. Journal of Teacher Education, 41, 63-72.
McCutchen, D. (1988). "Functional automaticity" in children's writing: A problem of metacognitive control. Written Communication, 5, 306-324.
McCutchen, D. (1987). Children's discourse skill: Form and modality requirements of schooled writing. Discourse Processes, 10, 267-286.
McCutchen, D., Hull, G. A., & Smith, W. L. (1987). Editing strategies and error correction in Basic Writing. Written Communication, 4, 139-154.
Hull, G., Ball, C., Fox, J. L., Levin, L., & McCutchen, D. (1987). Detecting errors in natural language texts: Some research on pattern matching. Computers and the Humanities, 21, 103-118.
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language, 25, 431-444.
McCutchen, D. (1984). Writing as a linguistic problem. Educational Psychologist, 19, 226-238.
McCutchen, D., & Perfetti, C. A. (1983). Local coherence: Helping young writers manage a complex task. Elementary School Journal, 84, 71-75.
McCutchen, D., & Perfetti, C. A. (1982). Coherence and connectedness in the development of discourse production. Text, 2, 113-139.
McCutchen, D., & Perfetti, C. A. (1982). The visual tongue-twister effect: Phonological activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21, 672-687.
Publications: Chapters in Edited Books and Published Conference Proceedings
McCutchen, D. (Submitted). Teachers in the know: Links between teachers' phonological knowledge and students' literacy learningIn M. A. Britt, S. R. Goldman, and J.-F. Rouet (Eds.),25 Years of Reading Ability (Working title).
McCutchen, D. (In press). Phonological, orthographic, and morphological word-level skills supporting multiple levels of the writing process. In V. Berninger (Ed.) Past, present, and future contributions of cognitive writing researchto cognitive psychology.Psychology Press/Taylor Francis Group.
De La Paz, S., & McCutchen, D. (2011). Learning to write. In R. E. Mayer and P. A. Alexander (Eds.) Handbook of research on learning and instruction(pp. 32-54). Routledge Press/Taylor & Francis.
McCutchen, D., Teske, P., & Bankston, C. (2008). Writing and cognition: Implications of the cognitive architecture for learning to write and writing to learn. In C. Bazerman (Ed.), Handbook of research on writing (pp. 447-465). Mahwah, NJ: Erlbaum.
McCutchen, D. (2006). Cognitive factors in the development of children’s writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 115-130). New York: Guilford Press.
Holliway, D. R., & McCutchen, D. (2004). Audience perspective in young writers' composing and revising: Reading as the reader. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision of written language: Cognitive and instructional processes (pp. 87-101). New York: Kluwer Academic Publishers.
Turner, A., Britton, B. K., Andraessen, P., & McCutchen, D. (1996). The predication semantics model: The role of predicate class in text comprehension and recall. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 33-71). Hillsdale, NJ: Erlbaum.
McCutchen, D. (1994). The magical number three, plus or minus two: Working memory in writing. In E. C. Butterfield (Ed.), Children's writing: Toward a process theory of the development of skilled writing (pp. 1-30). Greenwich, CT: JAI Press.
Turner, A. A., Sparks, R., & McCutchen, D. (1989). Focusing strategies in real-time natural language processing. In Proceedings of the Fourth Annual Rocky Mountain Conference on Artificial Intelligence.
Perfetti, C. A., & McCutchen, D. (1987). Schooled language competence: Linguistic abilities in reading and writing. In S. Rosenberg (Ed.), Advances in Applied Psycholinguistics, Vol. 2 (pp. 105-141). New York: Cambridge University Press.
Perfetti, C. A., & McCutchen, D. (1982). Speech processes in reading. In N. Lass (Ed.), Speech and language: Advances in basic research and practice (pp. 237-269). New York: Academic Press.
Publications: Government reports
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., Olinghouse, N. (2011). Teaching writing in elementary school: A practice guide (NCEE #). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. To be available at
Professional presentations (selected)
McCutchen, D. Effects of morphological instruction on children’s writing. Presented at the Fourth International Conference on Writing Research, Fairfax, VA, February, 2008.
McCutchen, D. Language and memory processes in the development of writing skill. Keynote address, 12th International Conference of the EARLI (European Association for Research on Learning and Instruction) SIG Writing. Heidelberg, Germany, September, 2010.
McCutchen, D. Teachers in the know: Links among teacher knowledge, teacher practice, and student learning. Plenary presentation at the annual conference of the Australian Literacy Educator’s Association (ALEA). Perth, Australia, July, 2010.
McCutchen, D. Phonemic awareness: Is a little knowledge a dangerous thing? Presentation at the annual conference of the Australian Literacy Educator’s Association (ALEA). Perth, Australia, July, 2010.
McCutchen, D., Logan, B., Lotas, S., & Stull, S. Effects of morphological knowledge on children’s writing. Presented at the annual meeting of the American Educational Research Association, Denver, CO, May, 2010.
McCutchen, D. Effects of morphological skill in children’s expository writing. Presented at the meeting of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands, August, 2009.
McCutchen, D., Logan, B., Lotas, S., McKibbin, E., & Wedel, B. Making Meaning: Strategic use of morphological information during reading. Presented at the annual meeting of the American Educational Research Association, San Diego, April, 2009.
McCutchen, D., Logan, B., Biangardi-Orpe, U., Thompson, B. & Lotas, S. Making Meaning: Morphological processes in children’s word reading. Presented at the annual meeting of the American Educational Research Association, New York, March, 2008.
McCutchen, D. The linguistic basis of effective literacy instruction: Examination of writing and reading achievement in grades three through five. Presented at the Third International Santa Barbara Conference on Writing Research, Santa Barbara, CA, February, 2008.
McCutchen, D. Morphological processing in children’s reading: Links to literacy. Presented at the Institute of Education Sciences Research Conference, Washington, DC, June, 2007.
Biangardi, U. , & McCutchen, D. Morphological priming in word reading. Presented at the meeting of the Society for the Scientific Study of Reading, Vancouver, Canada, July, 2006.
Biangardi, U. , & McCutchen, D. The development of morphological priming in children’s word reading. Presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada, June, 2005.
McCutchen, D., & Gray, A. L. Young readers’ use of phonological information: Phonological awareness, memory, and comprehension. Paper presented at the meeting of the Society for Research in Child Development, Atlanta, GA, April, 2005.
McCutchen, D., & Biangardi, U. Morphological priming in children’s reading. Presented at the meeting of the Psychonomic Society, Minneapolis, MN, November, 2004.
McCutchen, D. Long-term working memory in writing. Paper presented at the meeting of the International Association for Cognitive Education and Psychology, Seattle, WA, July, 2003.
Schwiebert, C., Green, L. B., & McCutchen, D. The contribution of morphology to reading and writing achievement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April, 2002.
Schwiebert, C., Green, L. B., & McCutchen, D. Beyond phonological awareness: When “easier” is “esere.” Paper presented at the fall meeting of the Washington Educational Research Association, SeaTac, WA, December, 2001
McCutchen, D. Long-term working memory in text production. Paper presented at the University of Poitiers, France, as part of a summer school program sponsored by the French National Center of Scientific Research, July 2001.
McCutchen, D, & Holliway, D. The role of task representation and domain knowledge in student writing. Paper presented at the University of Poitiers, France, as part of a summer school program sponsored by the French National Center of Scientific Research, July 2001.
Holliway, D. R., & McCutchen, D. Helping young writers meet the informational needs of their readers. Paper presented at the conference of the European Association for Research in Learning and Instruction Special Interest Group in Writing, Verona, Italy, September, 2000.
Gray, A. L., & McCutchen, D. Novice and experienced readers’ use of phonological information in post-lexical sentence processing. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April, 2000.
McCutchen, D., & Abbott, R. D. Beginning literacy: Changing teacher knowledge and student learning. Paper presented at the meeting of the Society for the Scientific Studies of Reading, Montreal, Canada, April, 1999.
McCutchen, D. Teacher knowledge, teacher practice, and student learning. Paper presented at the meeting of the International Dyslexia Association, San Francisco, California, November, 1998.
Harry, D., & McCutchen, D. Subject-matter knowledge of teachers ofbeginningreading. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California, April, 1998.
McCutchen, D. Beginning reading: Links between teacher practice and student learning. Paper presented at the conference of the Washington Educational Research Association. Seattle, Washington, March, 1998.
Berninger, V., Raskin, W., Dager, S., Richards, T., Corina, D., Abbott, R., & McCutchen, D. Treatment of reading and writing disabilities. Paper presented at the meeting of the Learning Disabilities Association, Chicago, April, 1997.
McCutchen, D. A Capacity Theory of Writing. Paper presented at the University of Bourgogne, Dijon, France, December, 1996.
McCutchen, D. Multiple Lenses: The Value of Multiple Methodologies in Writing Research. Paper presented at the National Institute for Pedagogical Research, Paris, France, December, 1996.
McCutchen, D. Looking through the bottleneck: Working memory constraints on revising strategies. Paper presented at the European Association for Research in Learning and Instruction, Nijmegen, The Netherlands, August, 1995.
McCutchen D., Kerr, S., & Francis, M. Editing and revising: Effects of knowledge of topic and error location. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April, 1994.
Francis, M., & McCutchen, D. Strategy differences in revising between skilled and less skilled writers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April, 1994.
Kabrich, M., Francis, M., & McCutchen, D. Syntactic influences on phonemic processing during sentence comprehension. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April, 1994.
Kabrich, M., & McCutchen, D. The role of phonemic information in comprehension: An examination of the reference securing hypothesis. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia, April, 1993.
McCutchen, D., & Mildes, K. Lexical processing differences between skilled and less-skilled writers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, April, 1992.
McCutchen, D., Kabrich, M., Dibble, E., & Crain-Thoreson, C. Do different phonemic tasks tap different reading subskills? Paper presented at the meeting of the Society for Research in Child Development, Seattle, Washington, April, 1991.
Covill, A., & McCutchen, D. Translating processes and individual differences in writing skill. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, April, 1991.
McCutchen, D., & Blount, M. Text comprehension and recall involve phonemic information. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, April, 1991.
Dibble, E., & McCutchen, D. Phonemic confusions impair text comprehension and text memory. Paper presented at the annual meeting of the American Psychological Society, Dallas, Texas, June, 1990.
McCutchen, D., & Dibble, E. Phonemic effects in text comprehension and text memory. Paper presented at the annual meeting of the American Educational Research Association, Boston, Massachusetts, March, 1990.
Turner, A. A., Sparks, R., & McCutchen, D. Focusing strategies in real-time natural language processing. Paper presented at the Fourth Annual Rocky Mountain Conference on Artificial Intelligence, Denver, Colorado, June, 1989.
Crain-Thoreson, C. A., & McCutchen, D. Phonemic support in children's comprehension. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, March, 1989.
France, I. M., Perfetti, C. A., & McCutchen, D. Post-lexical phonetic processes in reading: Evidence from tongue-twisters. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, March, 1989.
McCutchen, D. "Functional automaticity" in children's writing. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April, 1988.
Perfetti, C. A., & McCutchen, D. The visual tongue-twister effect (and silent reading) is specifically phonetic. Paper presented at the annual Psychonomic Society Meeting, New Orleans, Louisiana, November, 1986.
Turner, A. A., McCutchen, D., & Kintsch, W. The generation of macropropositions during comprehension. Paper presented at the annual Psychonomic Society Meeting, New Orleans, Louisiana, November, 1986.
McCutchen, D. Domain knowledge and generalizable skill: Their roles in writing. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, April, 1986.
McCutchen, D. Text form and modality effects in children's discourse production. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, April, 1986.
Grants (as PI or Co-PI)
2006-2011Institute of Education Sciences, Department of Education
Making Meaning: Morphological Processing and Its Contribution
to Adolescent and Pre-Adolescent Literacy
(approx. $566,000 direct costs)
D. McCutchen (PI)
2000-2005National Institute of Health
Development of Morphological/Grammatical Awareness
within UW Multidisciplinary Learning Disabilities Center
(approx. $400,000 direct costs)
D. McCutchen (Project PI; Virginia Berninger, Center PI)
1995-2000 National Institute of Health
Training Teachers about Reading and Writing Interventions
within UW Multidisciplinary Learning Disabilities Center
(approx. $800,000 direct costs)
D. McCutchen (Project PI; Virginia Berninger, Center PI)
1989-1995National Institute of Health
Writing Processes and their Development
(approx. $400,000 direct costs)
1989-1990, E. C. Butterfield (PI), D. McCutchen (Co-PI)
1991-1995, D. McCutchen (PI), E. C. Butterfield (Co-PI)
1988-1990Kennedy Foundation, awarded through the University of
Washington Child Development and Mental Retardation Center
Mildly Retarded Learners and Nonretarded Readers ($30,000)
1989-1990Department of Education
Northshore's Extended Classic Books Project
(approx. $80,000 direct costs, with Northshore School District)
1987-1988University of Washington Graduate School Research Fund
The Development of Reading Ability and Disability
($6,889)
Teaching
Teaching at the University of Washington
Teacher Education Program:
Dilemmas in Learning and Teaching in the Elementary School, EDTEP 541
- overview of learning for preservice teachers
Meeting the Needs of All Students - Elementary, EDTEP 542
- child development (including special needs children), classroom management
Educational Psychology, EDPSY 304 (now part of the COE undergraduate offerings)
- overview of learning and development
Master's Level:
Human Learning and Educational Practice, EDPSY 501
- introduction to educational psychology
Developmental Foundations of Early Learning, EDPSY 502
- introduction to children's cognitive development, including language development
Educational Issues in Human Learning, EDPSY 510
- graduate-level introduction to psychological theories of learning, with emphasis on
children's subject-matter learning in schools (e.g., mathematics, science, reading)
Reading Disability: Remedial Techniques, EDPSY 425 (now EDPSY 518)
- theory-based assessment and remediation of children's reading problems
Advanced Seminars:
Psychology of Reading, EDPSY 520
- seminar in cognitive research on reading processes
Psychology of Writing, EDPSY 521
- seminar in cognitive research on writing processes
New Literacies EDPSY 581 (Special Topic Seminar)
Dyslexia, EDPSY 583 (Special topic seminar)
Seminar in Cognitive Development, EDPSY 582 (Special topic seminar)
Previous Teaching Experience
Instructor, Cognitive Psychology, Cognitive Psychology Lab, University of Pittsburgh