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Jaclyn Dynia

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Senior Research Specialist, The Crane Center for Early Childhood Research and Policy

(614) 292-3889
dynia.1@osu.edu

Personal Website

Biography

Jaclyn Dynia is a Senior Research Scientist at the Crane Center for Early Childhood Research and Policy (CCEC). Dr. Dynia’s research has focused on literacy practices in ECSE classrooms and the emergent literacy skills of children with ASD.  Dr. Dynia also has extensive expertise in project management; Dr. Dynia has been the PI of an externally-funded project on book reading in early childhood special education (ECSE; STAR-Ohio) and project director on federally-funded, community-based, and international projects. 

Education

Doctor of Philosophy, Reading and Literacy in Early and Middle Childhood, The Ohio State University, December 2012 

Master of Education, Early Childhood Education, The Ohio State University, August 2005 

Bachelor of Science, Human Development and Family Science, The Ohio State University, June 2004

Research Interests

Research Summary

Dr. Dynia is currently the PI on the Kids in Columbus Study; a five-year longitudinal examination of families in Franklin County and the services and resources that they access.  Dr. Dynia is the evaluator on the Club de Lectura; a book-reading club designed for caregivers and their children living in indigenous villages in the Yucatan, Mexico.  Dr. Dynia has just completed the STAR-Ohio study, a scale-up of the STAR read-aloud practices.  Check out the website for more information http://star.ehe.osu.edu

Selected Grants

Sit Together and Read – Ohio (STAR-Ohio)                                                 Awarded June 2016

$751,091; Ohio Department of Education, Straight A Fund                                                                

Principal Investigator

Selected Presentations

**Indicates a Graduate Student, *Indicates an Undergraduate Student

Ellawadi, A.B., Dynia, J.M., Kaderavek, J.N., & Justice, L.M. (2017, November). Phonological development in preschool children with autism. Flash session at the Annual Meeting of the American Speech and Hearing Association, Los Angeles, CA.

Dynia, J.M., Brock, M.E., Justice, L.M., & Kaderavek, J.N. (2017, July). Predicting decoding     for children with autism spectrum disorders in comparison to their peers. Individual presentation at the Twenty-Fourth Annual Meeting of the Society for the Scientific Study of Reading, Halifax, Canada.

Purtell, K., Dynia, J.M., Justice, L.M., Gugiu, M., Salsberry, P., & Logan, J.A.R. (2017, April). Childcare in the first year of life: Understanding the role of mothers’ employment, support, and stress. In A. Ansari (Chair). Families’ Utilization of Early Childhood Education and Care. Symposium conducted at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Justice, L.M., Purtell, K., Dynia, J.M., Hijkeman, M., & *Justice, N. (2017, April). Relations between SES and children's early literacy in a developing economy. Poster presented at the Biennial Meeting of the Society for Research on Child Development, Austin, TX.

**Hulit, K.R., Dynia, J.M., Justice, L.M., Gugiu, M., Logan, J.A.R., Salsberry, P., & Purtell, K. (2017, April). The associations among household composition, parenting stress, and infants’ language ability. Poster presented at the Seventy-First Annual Meeting of Ohio Speech-Language-Hearing Association, Columbus, OH.

Dynia, J.M., Brock, M.E., Logan, J.A.R., Justice, L.M., & Kaderavek, J.N. (2016, July). Comparing children with ASD and their peers’ growth in print knowledge. Poster presented at the Twenty-Third Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

*Bates, R., Salsberry, P., Justice, L.M., Gugiu, M., Dynia, J.M., Logan, J.A.R., & Purtell, K. (2016, July). Stress and health of mother-child dyads living in poverty. Poster presented at the Twenty-Seventh Annual Meeting of the International Nursing Research Congress, Cape Town, South Africa.

Dynia, J.M., Schachter, R.E., Piasta, S.B., Justice, L.M., O’Connell, A. (2015, November). An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms. Poster presented at the Annual Meeting of the National  Association of Early Childhood Teacher Educators, Orlando, FL.

Dynia, J.M., Piasta, S.B., & Language and Reading Research Consortium (2015, January). Classroom observation measures in a large multisite early childhood literacy study. In H.Jiang & G. Yeomans-Maldonado (Chair), Data Collection and Data Analyses in Large Multisite Early Childhood Literacy Studies: Challenges and Recommendations. Symposium conducted at the Twenty-eighth Annual Meeting of the International Congress for School Effectiveness and Improvement, Cincinnati, OH.

Dynia, J.M., Lawton, K., Logan, J.A.R., & Justice, L.M. (2014, October). A comparison of the   home-literacy environment of children with ASD and their peers. Poster presented at the First Annual Crane Center for Early Childhood Research and Policy Symposium on Children, Columbus, OH.

Dynia, J.M., Justice, L.M., & Kaderavek, J.N. (2014, October). Quality in inclusion classrooms. Poster presented at the Thirtieth Annual Meeting of the Division of Early Childhood International Conference, St. Louis, MO.

Dynia, J.M., Logan, J.A.R., & Justice, L.M. (2014, July). An empirical investigation of the dimensionality of fidelity. In J.A.R. Logan (Chair). Fidelity in Assessment and Intervention: Issues of Assessment, Conceptualization, Measurement, and Analysis. Symposium conducted at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

Dynia, J.M., Lawton, K., Logan, J.A.R., & Justice, L.M. (2014, May). Emergent literacy skills of children with ASD in relation to their peers. Poster presented at the Twenty-six Annual Meeting of the Association for Psychological Science, San Francisco, CA.

*Weber-Mayrer, M., Dynia, J.M., Piasta, S.B., & Justice, L.M. (2013, November). The quality of preschool teachers’ language modeling and associations with child language. Poster presented at the Annual Meeting of the American Speech and Hearing Association, Chicago, IL.

Dynia, J.M., &Justice, L.M. (2012, July). How the features of texts relate to teachers’ use of print referencing. Poster presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal, Canada.

Selected Publications

Sembiante, S., Dynia, J.M., Kaderavek, J.N., & Justice, L.M. (2017). Teachers’ literal and inferential talk in early childhood and special education classrooms. Early Education and Development. Manuscript accepted for publication. 

Dynia, J.M., Brock, M.E., Justice, L.M., & Kaderavek, J.N. (2017). Predictors of decoding for children with autism spectrum disorder in comparison to their peers. Research in Autism Spectrum Disorders, 37, 41-48. doi: dx.doi.org/10.1016/j.rasd.2017.02.003

Justice, L.M., Jiang, H., Khan, K.S., & Dynia, J.M. (2017). Kindergarten readiness profiles of rural, Appalachian children from low-income households. Journal of Applied Developmental Psychology, 50, 1-14. doi: dx.doi.org/10.1016/j.appdev.2017.02.004

Guo, Y., Dynia, J.M., Logan, J.A.R., Justice, L.M., Breit-Smith, A., & Kaderavek, J.N. (2016). Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children’s intervention outcomes. Early Childhood Research Quarterly, 37, 165-174. doi: 10.1016/j.ecresq.2016.06.001

Dynia, J.M., Schachter, R.E., Piasta, S.B., Justice, L.M., O’Connell, A.A., & Yeager Pelatti, C.    (2016). An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms. Journal of Early Childhood Literacy. doi:10.1177/1468798416652448

Yeager-Pelatti, C., Dynia, J. M., Logan, J.A.R., Justice, L.M., & Kaderavek, J.N. (2016). Examining classroom quality in two preschool settings: Early childhood education and early childhood special education.  Child and Youth Care Forum, 1-21. doi: 10.1007/s10566-016-9359-9

Dynia, J.M., Brock, M.E., Logan, J.A.R., Justice, L.M., & Kaderavek, J.N. (2016). Comparing children with ASD and their peers' growth in print knowledge. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-016-2790-9

Dynia, J.M., Piasta, S.B., Justice, L.M., & Columbus Metropolitan Library. (2015). Impact of library- based summer reading clubs on primary-grade children’s literacy activities and achievement. The Library Quarterly, 85(4), 386-405. doi: 10.1086/682733

Justice, L.M., Logan, J.A.R., Kaderavek, J.N., & Dynia, J.M. (2015). Print-focused read-alouds in early childhood special education programs. Exceptional Children, 81(3), 292-311. doi: 10.1177/0014402914563693

Dynia, J.M., & Justice, L.M. (2015). Shared-reading volume in early childhood special education classrooms. Reading Psychology, 36(3), 232-269. doi: 10.1080/02702711.2013.843065

Dynia, J.M., Lawton, K., Logan, J.A.R., & Justice, L.M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153. doi: 10.1177/0271121414536784

Guo, Y., Dynia, J.M., Pelatti, C.Y., & Justice, L.M. (2014). Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment. Teaching and Teacher Education, 39, 12-21. doi:10.1016/j.tate.2013.11.005

Dynia, J.M., Justice, L.M., Pentimonti, J.M., Piasta, S.B., & Kaderavek, J.N. (2013). Text features and preschool teachers’ use of print referencing. Journal of Research in Reading, 36(3), 261-279. doi: 10.1111/j.1467-9817.2011.01502.x

Zhao, A., Guo, Y., & Dynia, J.M. (2013). Foreign language reading anxiety: Chinese as a foreign language in the united states. The Modern Language Journal, 97(3), 764-778. doi: 10.1111/j.1540-4781.2013.12032.x

Dinnebeil, L.A., Sawyer, B.E., Logan, J.A.R., Dynia, J.M., Cancio, E., & Justice, L.M. (2013). Influences on the congruence between parents’ and teachers’ ratings of young children's social skills and problem behaviors. Early Childhood Research Quarterly, 28(1), 144-152. doi: 10.1016/j.ecresq.2012.03.001