Faculty of Education

Dr Perry Klein

Professor

Associate Dean, Research

Profile

I work in the area of cognition and instruction. I teach courses on the psychology of learning, teaching and intervention for diverse students, including students with exceptionalities.

My research focuses on the psychology of writing instruction. The questions that I investigate include: How can students use writing as a tool for learning about content area subjects? How can we teach writing effectively? How can we support and intervene with struggling writers and prevent writing difficulties?

I currently hold a Social Sciences and Humanities Council of Canada Insight Grant to investigate applications of cognitive load theory to supporting and teaching nonfiction writing.

I began my career teaching elementary school in North York, Ontario. In 1995, I completed a PhD in Applied Educational Psychology at the Centre for Applied Cognitive Science, located in the Ontario Institute for Studies in Education at the University of Toronto. In 2015-16, I will be on sabbatical, but will be available by email.

Google Scholar Homepage for Dr. Perry Klein

Expertise Areas

Research

Klein, P. D. “Can cognitive load theory be used to support nonfiction writing?” Funded for $114, 252. Social Science and Humanities Research Canada Insight Grant. April 01, 2012 to March 31, 2016.

Klein, P. D. “Effects of Writing Goals and Previous Writing Achievement on Cognitive Load and Science Learning.” Funded for $6,000.00. The University of Western Ontario SHRC Re-Application fund. August, 2011-June, 2012.

Brown, H. & Klein, P. D. “Strengths and weaknesses in the writing of individuals with high functioning autism spectrum disorders as influenced by their cognitive differences.” Funded for $4,000.00. The University of Western Ontario’s Autism Centre of Excellence. October, 2008-December, 2009.

Klein, P. D. “Teaching students to use writing as a learning tool.” Social Sciences and Humanities Research Council of Canada. Standard Research Grants Program. April 01, 2004-March 31, 2008. Funded for 91, 200.00.

Klein, P. D., & Piacente-Cimini, S. “Students’ strategies for decoding new words.” The Faculty of Education, The University of Western Ontario. Internal Research and Development Grant. April 01, 2004-June 15, 2004. Funded for $2280.00.

Klein, P. D., & Stothers, M. “Congruence between a model of semantic coding and learning disability subtypes: Implications for reading comprehension.” The Faculty of Education, The University of Western Ontario. Internal Research and Development Grant. July 1, 2003-April 30, 2004. Funded for 1200.00.

Klein, P. D. “Information flow in speech and writing during analogical reasoning.” The University of Western Ontario. Social Science and Humanities Research Council of Canada Internal Competitions. October 1, 2002 – April, 2004. Funded for $6,175.00.

Klein, P. D. “Reasoning, language processes, and text features in analogy writing.” The Faculty of Education, The University of Western Ontario. Research and development grant. May 1, 2002-April 30, 2004. Funded for $2000.00.

Klein, P. D. “A pilot study on teaching elementary students to write-to-learn.” The Faculty of Education, The University of Western Ontario. Research and development grant. May 1, 2001-April 30, 2002. Funded for $1971.20.

Klein, P. D. “A small-group intervention in reading for at-risk primary students.” The University of Western Ontario. Social Science and Humanities Research Council of Canada Application Initiative. October 1, 1999-May 31, 2001. Funded for $6,500.00.

Klein, P. D. “Students’ construction of knowledge during writing tutorials. The Faculty of Education, The University of Western Ontario. Renewal of research and development grant. May 1, 1999- April 30, 2000. Funded for $2,000.00.

Klein, P. D. Students’ construction of knowledge during writing tutorials. The Faculty of Education, The University of Western Ontario. Research and development grant. May 1, 1998- April 30, 1999. Funded for $2,000.00.

Klein, P. D. "The role of writing in elementary students' construction of scientific knowledge." The University of Western Ontario. Internal SSHRCC travel grant. April, 1998. Awarded $1,000.00.

Klein, P. D. "The role of writing in elementary students' construction of scientific knowledge." The Faculty of Education, The University of Western Ontario. Renewal of research and development grant. May 1, 1997-April 30, 1998. Funded for $2,000.00.

Klein, P. D. "The role of writing in elementary students' construction of scientific knowledge." The Faculty of Education, The University of Western Ontario. Research and development grant. May 1, 1996-April 30, 1997. Funded for $2,000.00.

Recent Publications

Articles in Peer-Reviewed Journals:

Klein, P. D., Haug, K. N. & Arcon, N. (Accepted). The effects of rhetorical and content subgoals on writing and learning. Journal of Experimental Education.

Kirkpatrick, L. C. & Klein, P. D. (Accepted). High-achieving high school students’ strategies for writing from Internet-based sources of information. Journal of Writing Research.

Klein, P. D., & Boscolo, P. (Accepted). Trends in research on writing as a learning activity. Journal of Writing Research.

Klein, P. D., & Ehrhardt, J. S. (2015). Effects of persuasion and discussion goals on writing, cognitive load, and learning in science. Alberta Journal of Educational Research. 61(1), 40-64.

Klein, P. D. (2015). Mediators and moderators in individual and collaborative writing to learn.  Journal of Writing Research, 7(1), 201-214.

Klein, P. D., & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1-17.

Brown, H. M, & Klein, P. D. (2011). Writing, Asperger syndrome and theory of mind. Journal of Autism and Developmental Disorders, 41, 1464-1474.

Stothers, M., & Klein, P. D. (2010). Perceptual organization, phonemic awareness and reading comprehension in adults with and without learning disabilities. Annals of Dyslexia, 60(2), 209-237.

Klein, P. D., & Rose, M. A. (2010).Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45, 433-461.

Klein, P. D., & Samuels, B. M. (2010). Learning about plate tectonics through argument writing. Alberta Journal of Educational Research, 56, 196-217.

Klein, P. D., & Kirkpatrick, L. C. (2010). A framework for content area writing: Mediators and moderators. Journal of Writing Research, 2(1), 1-54.

Klein, P. D., & Kirkpatrick, L. C. (2010). Multimodal literacies in science: Currency, coherence and focus. Research in Science Education, 40, 87-92.

Kirkpatrick, L. C. & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19, 309-321.

Klein, P. D., Piacente-Cimini, S., & Williams, L. A. (2007). The role of writing in learning from analogies. Learning and Instruction, 17, 595-611.

Klein, P. D. (2006). The challenges of scientific literacy: From the viewpoint of second generation cognitive science. International Journal of Science Education, 28, 143-178.

Klein, P. D. (2004). Constructing scientific explanations through writing. Instructional Science, 32, 191-231.

O’Connor, I. & Klein, P.D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115-127.

Klein, P. D. (2003). Rethinking the multiplicity of cognitive resources and curricular implications: Alternatives to ‘learning styles’ and ‘multiple intelligences.’ Journal of Curriculum Studies, 35, 45-81.

Chapman, L. E., & Klein, P. D. (2001). A small-group intervention in reading for at-risk primary students. Exceptionality Education Canada, 11, 39-61.

Klein, P. D., & Olson, D. R. (2001). Text, technology, and thinking: Lessons from the great divide. Language Arts, 78, 227-236.

Klein, P. D. (2000). Elementary students’ strategies for writing-to-learn in science. Cognition and Instruction, 18, 317-348.

Klein, P. D. (1999). Learning science through writing: The role of rhetorical structures. Alberta Journal of Educational Research, 45, 132-153.

Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270.

Klein, P. D. (1998). A Response to Howard Gardner: Falsifiability, empirical evidence, and pedagogical usefulness in educational psychologies. Canadian Journal of Education, 23, 103-112.

Klein, P. D. (1998). The role of theory of mind in children's science experimentation. Journal of Experimental Education, 66, 101-124.

Klein, P. D. (1997). Multiplying the problems of intelligence by eight: A critique of Gardner’s theory. Canadian Journal of Education, 22, 377-394.

Klein, P. D., Olson, D. R., & Stanovich, K. (1997). Structuring reflection: Teaching argument concepts and strategies enhances critical thinking. Canadian Journal of School Psychology, 13, 38-47.

Klein, P. D. (1996). Preservice teachers' beliefs about learning and knowledge. Alberta Journal of Educational Research, 42, 361-377.

Klein, P. D., & Westcott, M. R. (1994). The changing character of phenomenological psychology. Canadian Psychology, 35(2), 133-158.

Book Chapters:

Klein, P. D., Arcon, N., & Baker, S. (2016). Writing to learn. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd edition; pp. 243-256). New York, NY: The Guilford Press.

Klein, P. D., Boscolo, P., Kirkpatrick, L. C. & Gelati, C. Introduction: New directions in writing as a learning activity. In P. D. Klein, P. Boscolo, L. C. Kirkpatrick, & C. Gelati (2014). (Eds.) & G. Rijlaarsdam (Series Ed.), Studies in Writing: Vol. 28, Writing as a Learning Activity (pp. 1-14). Leiden, The Netherlands: Brill.

Klein, P. D. (2014). Knowledge construction in collaborative science writing: Strategic simplicity, distributed complexity, and explanatory sophistication. In G. Rijlaarsdam (Series Ed.), & P. D. Klein, P. Boscolo, L. C. Kirkpatrick, & C. Gelati (Eds.), Studies in Writing: Vol. 28, Writing as a Learning Activity (pp. 300-326). Leiden, The Netherlands: Brill.

Klein, P. D., & Yu, A. (2013). Best practices in writing to learn. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, 2nd edition (pp. 166- 189). New York: The Guilford Press.

Klein, P. D., & Leacock, T. L. (2012). Distributed cognition as a framework for understanding writing. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 133-152). New York: Psychology Press/Taylor & Francis Group.

Klein, P. D., Boman, J. S., & Prince, M. P. (2007). Developmental trends in a writing to learn task. In M. Torrance, D. Galbraith, & L. Van Waes (Eds.), Writing and Cognition: Research and Application (pp. 201-217). Amsterdam: Elsevier.

Klein, P. D. (2000). Multiplying the problems of intelligence by eight: A critique of Gardner’s theory. In L. Abedutto (Ed.), Taking Sides: Clashing Views on Controversial Issues in Educational Psychology. Guilford, CT: Dushkin/McGraw-Hill. (Reprinted from Canadian Journal of Education, 22, 377-394.)

Book and Article Reviews:

Klein, P. D.  (2005).  Review of ‘Overcoming dyslexia:  A new and complete science-based program for reading problems at any level’  [by Sally Shaywitz].  Canadian Journal of Education, 28 (3 &4), 575-578.

Klein, P. D. (2004).  Review of ‘Learning to think:  Disciplinary perspectives’ [by Janet Gail Donald].  The Canadian Journal of Higher Education, 34, 109-113

Klein, P. D.  (2002).  Discussion of ‘Daylighting impacts on human performance in schools.’ [By L. Heschong, R. L. Wright, & S. Okura].  Journal of the the Illuminating Engineering Society, 31,(2), 111-112.

Klein, P. D. (1994).  Review of ‘To Think’ [by F. Smith].  Interchange:  A Quarterly Review of Education, 25, 315-319.

Articles in Peer-Reviewed Series

Klein, P. D. (2008).  Research monograph No. 13: Content area literacy: A research synthesis.  What works: Research into practice.  The Ministry of Education for the Province of Ontario.

Presentations:

Klein, P. D., Haug, K. & Arcon, N. (2015, August). Argument writing as discovery: Effects on cognitive load, reasoning, and learning in science. Paper presented at the Argument-Based Inquiry Conference, Spokane, Washington.

Yu, A. & Klein, P. D. (2015, June). Using worked-out examples of written explanation for writing-to-learn in evolutionary biology. Paper presented at the Canadian Society for Study of Education, Ottawa, Canada.

Klein, P. D., Dadd, L. M., & Haug, K. N. (2014, February). The effects of rhetorical and content subgoals on text, cognitive load and learning about classification. Paper presented at the Writing Research Across Borders Conference of the International Society for the Advancement of Writing Research, Paris, France.

Klein, P. D., Ehrhardt, J. S. (2013, April). Effects of writing goals and distribution of subgoals on cognitive load and science learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Kirkpatrick, L. C., & Klein P. D. (2010, June). What are students’ strategies for writing arguments from online sources of information? Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Montreal, Canada.

Brown, H. M., & Klein, P. D. (2010, June). Writing, Asperger syndrome and theory of mind. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Montreal, Canada.

Klein, P. D. (2009, April). Students’ strategies for collaboratively composing explanations from multimodal sources. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Kirkpatrick, L. C., Klein, P. D., & Brown, H. M. (2009, April). Who benefits from content-area writing instruction?Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Klein, P. D., Samuels, B., & Kirkpatrick, L. C. (2008, June).  Teaching junior students to use writing as a tool for learning. Paper presented at the Canadian Society for the Study of Education, Vancouver, British Columbia, Canada. 

Klein, P. D., & Samuels, B. (2008, February).  Building students’ capacity for writing to learn: A design experiment.  Paper presented at the Third Annual Santa Barbara Conference on Writing Research:  Writing Across Borders, Santa Barbara, California.

Samuels, B. & Klein, P. D. (2008, February). Approaches to writing in elementary students. Paper presented at the Third Annual Santa Barbara Conference on Writing Research:  Writing Across Borders, Santa Barbara, California.  

Klein, P. D., & Samuels, B.  (2007, April).  Teaching argumentation to enhance writing to learn.  Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois.

Rumbold, R. L., Specht, J. A., & Klein, P. D.  (2007, April).  Writing workshop for students with ADHD.  Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois. 

Klein, P. D., & Piacente-Cimini, S.  (2004,  April).  How writing analogies helps students to construct scientific knowledge.  Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California.

Klein, P. D., & Milligan, C. S. (2002, September).  The role of analogies in writing to learn.  Paper presented at the conference on Ontological, Epistemological, Linguistic, and Pedagogical Considerations of Language and Science Learning:  Empowering Research and Informing Instruction.  University of Victoria, Victoria, British Columbia, Canada.

Klein, P. D.  (2002, April).  The role of problem solving in writing to learn.  Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.

O'Connor, I., & Klein, P. D. (1999, April).  The effects of three kinds of procedural facilitation on the reading comprehension of autistic students.  Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.

Klein, P. D. (1998, May).  Effects of a large-group procedural facilitation on learning through writing.  Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Canada.

Schulert, S., & Klein, P. D. (1998, May).  The effects of three modes of instruction on poor readers’ learning of common words.  Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Canada.  

Klein, P. D. (1998, April).  Children’s strategies for writing to learning in science.  Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California.

Mallette, W., & Klein, P.  D.  (1997, June).  Strategy use and gist construction in the comprehension of science texts.  Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Memorial University, St. John’s, Newfoundland.

Klein, P.  D.  (1997, June).  Adult cognitive operations for writing to learn in science.  Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Memorial University, St. John’s, Newfoundland.

Klein, P.  D.  (1997, March).  Beneath the surface:  The role of implicit conceptions in learning about buoyancy.  Paper presented at the American Educational Research Association Annual Conference, Chicago, Illinois.

Klein, P.  D.  (1997, March).  Teaching elementary school students to read arguments critically.  Paper presented at the American Educational Research Association Annual Conference, Chicago, Illinois.

Klein, P. D. (1996, June).  The structure of preservice teachers' beliefs about learning and knowledge.  Paper presented at the Symposium on Teachers' Beliefs About Learning and Knowledge, Annual Conference of the Canadian Society for the Study of Education, Brock University, St. Catharines, Ontario.

Klein, P. D. (1995, April).  The contribution of children's understanding of sources of knowledge to their science experimentation.  Paper presented at the Symposium on Theory of Mind at School:  Children's Scientific Reasoning, American Educational Research Association Annual Conference, San Francisco, California.

Klein, P. D. (1988, June).  Psychologists’ interpretations of Kant’s philosophy of science.  Paper presented at the Cheiron Conference for the History of the Social and Behavioral Sciences, Princeton University, Princeton, New Jersey.

Teaching and Supervision

Arcon, N. Training the dragon: Facilitating English Language Learner (ELL) students' persuasive writing through dictation.

Yu, Amy M. Using worked-out examples of written explanations for writing to learn in evolutionary biology.

Ehrhardt, J. Revision in grade two writing.

Lori, L. C. Students’ strategies for writing from online sources of information.

Brown, H. Strengths and weaknesses in the writing of individuals with high-functioning autism spectrum disorders as influenced by their cognitive differences. Winner of the Dunlop Award for best Canadian Master’s thesis in educational psychology.

Kirkpatrick, L. C. Students’ strategies for writing arguments from online sources of informationWinner of the Dunlop Award for best Canadian doctoral thesis in educational psychology.

Piacente-Cimini, S. Students’ strategies for decoding new words.

Stothers, M. Asymmetries in learning disability-related cognitive functions in post-secondary students: implications for reading comprehension. Winner of the Dunlop Award for best Canadian Master’s thesis in educational psychology.

Waugh, C. Using comic strip stories to teach requesting and reduce interruption in children with autism spectrum disorders.

O’Connor, I. M. An exploration of strategies for facilitating the reading comprehension of students with autism.

Chapman, L. E. A small group intervention in reading for at-risk primary students.

Schulert, S. The effects of three modes of instruction on poor readers’ learning of common words.