Peverly, Stephen T. (stp4) | Teachers College Columbia University

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Peverly, Stephen
Professor of Psychology and Education
Department Chair
Health & Behavior Studies
212-678-3084

Office:
531A Thndk

Office Hours:
Monday 2-3; Wednesday 3-5

Educational Background

B.A. (Psychology), Manhattan College; M.S., Ed.S., SUNY, Albany (Educational Specialist in School Psychology); Ph.D., Pennsylvania State University (Educational Psychology)

Specializations: Cognition and Instruction; The development of academic skills, especially reading, writing and notetaking.

Certifications/Licensure: School Psychologist Certificate (permanent form), New York; Massachusetts; License Psychologist, New York (#011690-1)

 

Scholarly Interests

His current research focuses on the cognitive, affective and motivational processes that underlie reading comprehension and studying, especially lecture and text note-taking, and the testing effect.

Selected Publications

Reddington, L. A., Peverly, S. T., & Block, C. J. (2015).  An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking.  Reading and Writing: An Interdisciplinary Journal. Published online 25 April 2015 in Springer Online Library DOI 10.1007/s11145-015-9566-z

Peverly, S. T., Garner, J. K., & Vekaria, P. C. (2014). Both handwriting speed and selective attention are important to lecture note-taking. Reading and Writing: An Interdisciplinary Journal, 27, 1-30. Published online 7 March 2013 in Springer Online Library (http://www.springer.com/education+%26+language/linguistics/journal/11145) DOI: 10.1007/s11145-013-9431-x

Perin, D.,  Bork, R. H., Peverly, S. T., & Mason, L. M. (2013). A Contextualized Curricular Supplement for Developmental Reading and Writing. Journal of College Reading and Learning, 43, pp. 8-38.

Peverly, S. T., Vekaria, P. C., Reddington, L. A. Sumowski, J. F. Johnson, K. R. & Ramsay, C. M. (2013). The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note-taking and Test-taking among College Students. Applied Cognitive Psychology, 27, 115-126. Published online 4 November 2012 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/acp.2881

Peverly, S. T., & Sumowski, J. F. (2012).What variables predict quality of text notes and are text notes related to performance on different types of tests? Applied Cognitive Psychology, 26: 104–117. Published online 24 May 2011 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/acp.1802.

 

Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (revise and resubmit). Skill in Lecture Note-taking: What Predicts? Journal of Educational Psychology.

Zhou, Z., Peverly, S. T., & Xin, T. (in press). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Contemporary Educational Psychology.

Han, Z. H, & Peverly, S. T. (in press). Input processing: A study of ab initio learners with multilingual backgrounds.International Journal of Multiculturalism.

Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29, 197-216.

Zhou, Z., Peverly, S. T., Lin, J-S., & (2005). Understanding early mathematical competencies in American and Chinese children. School Psychology International, 26, 413-427.

Moy, R., & Peverly, S. T. (2005). Perceptions of mathematics curricula and teaching in China. Psychology in the Schools, 42, 251-258.

Peverly, S. T. (2005). Moving past cultural homogeneity: Suggestions for comparisons of students' educational outcomes in the U.S. and China. Psychology in the Schools, 42, 241-249.

Zhou, Z., & Peverly, S. T. (2005). Introduction to the special issue on culture and psychology: Fulbright Psychologists and Educators in China. Psychology in the Schools, 42, 229-231.

Zhou, Z., Peverly, S. T. (2005). Teaching addition and subtraction to 1st graders: A Chinese perspective. Psychology in the Schools, 42, 259-272.

Benuck, M. & Peverly, S. T. (2004). The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew. Journal of Research in Reading, 27, 281-299.

Zhou, Z., & Peverly, S. T. (2004). Within- and across cultural variations in children's understanding of distance, time, and speed interrelations: A follow-up study.Journal of Genetic Psychology, 165, 5-27.

Paradis, L. M., & Peverly, S. T. (2003). The effects of knowledge and task on students' peer-directed questions in modified cooperative learning groups. The Child Study Journal, 33, 117-139.

Peverly, S. T., Brobst, K., Graham, M., & Shaw, R. (2003). College Adults are not Good at Self-Regulation: A study on the Relationship of Self-regulation, Note-taking, and Test-taking. Journal of Educational Psychology, 95, 335-346.

Zhou, Z., & Peverly, S. T. (2003). Foreward to the special issue: Psychoeducational and psychosocial functioning of Chinese children. Psychology in the Schools, 40, 1-4.

Zhou, Z., & Peverly, S. T., Xin, T., Huang, A. S., & Wang, W. (2003). School adjustment of first-generation Chinese-American adolescents. Psychology in the Schools, 40, 71-84.

Peverly, S.T., Brobst, K.E. & Morris, K. (2002). The contribution of reading comprehension ability and meta-cognitive control to the development of studying. Journal of Research in Reading. 25, 203-216.

Peverly, S. T., Wood, R. (2001). The effect of adjunct questions and feedback on improving the reading comprehension of learning disabled adolescents. Contemporary Educational Psychology, 26, 25-43.

Zhou, Z., Peverly, S. Boehm, A., Chongde, L.. (2000). American and Chinese children's understanding of distance, time, and speed interrelations.Cognitive Development, 15, 215-240.

Peverly, S. T., & Kitzen, K. R. (1998).  Curriculum-based assessment of reading skills:  Considerations and caveats for school psychologists. Psychology in the Schools, 35, 29-47.

Peverly, S. T. (1994).  An overview of the potential impact of cognitive psychology on school psychology.  School Psychology Review, 23, 292-309.

Kelly, M. S. & Peverly, S. T.  (1992). The ability of the Kindergarten Screening Battery to predict first and second grade academic performance.  Journal of School Psychology, 30, 245-258.

Peverly, S.T.  (1991). Problems with the knowledge-based explanation of memory and development. Review of Educational Research, 61, 71-93.

Wang, M.C., & Peverly, S.T. (1986).  The self-instructive process in learning contexts.  Contemporary Educational Psychology, 11, 370-404.

DiVesta, F.J., & Peverly, S.T. (1984).  The effects of encoding variability, processing activity, and rule-examples sequence on the transfer of conceptual rulesJournal of Educational Psychology, 76, 108-119.

Wang, M.C., Peverly, S.T., & Randolph, R.F. (1984).  An investigation of the implementation and effects of a full-time mainstreaming program.  Journal of Special and Remedial Education, 5, 21-32.

Edited Volumes

Zhou, Z., & Peverly, S. T. (2005). Culture and Psychology; Fulbright Psychologists and Educators in China [Special Issue]. Psychology in the Schools.

Zhou, Z., & Peverly, S. T. (2003). Psychoeducational and psychosocial functioning of Chinese children [Special Issue]. Psychology in the Schools, 40 (1).

Chapters

Saigh, P. A., Brassard, M., & Peverly, S. (2004). Cognitive behavioral interventions for children and adolescents with PTSD. In S. Taylor (Ed). Advances in the treatment of posttraumatic stress disorder: Cognitive behavioral perspectives (pp. 243-263). New York: Springer.

Wang, M.C., Peverly, S.T. & Catalano, R. (1987).  Integrating special needs students in regular classes:  Programming, implementation, and policy issues.  In J. Gottlieb & B. W. Gottlieb (Eds.), Advances in special education (Vol. 6, pp. 119-149).  Greenwich, CT:JAI Press, Inc.

Wang, M.C., & Peverly, S.T. (1986).  The role of the learner:  An  individual difference variable in school learning and functioning.  In M.C. Wang, M.C. Reynolds, & H.J. Walberg (Eds.), The handbook of special education:  Research and practiceOxford, England: Pergammon.

 

Presentations and Posters (Refereed)

 

Reddington, L., Sumowski, J., Johnson, K., & Peverly, S. T. (2006, May). Gender differences and expertise in lecture note-taking. To be presented at the annual meeting of the Association for Psychological Science, New York, NY.

 

Peverly, S. T. (2005).Expertise in lecture notetaking. Included in a symposium, Contribution of Cognitive and Neuropsychological Processes to Response to Instruction. Presented at the annual meeting of the American Psychological Association, Washington, DC.

 

Peverly, S. T. (2004, Chair). Evolution of Curriculum-Based Measurement (CBM) to Instruction-Based Assessment (IBA): Rethinking Identification and Prevention of Learning Disability. Symposium presented at the annual meeting of the American Psychological Association.

 

Peverly, S. T. (2004). Teachers' Knowledge and Student Achievement. Paper presented at the annual meeting of the American Psychological Association.

 

Ramaswamy, V, Brown, C & Peverly, S. T. (2003). Expertise in lecture notetaking. Presented at the annual meeting of the American Psychological Society, Atlanta, GA.

 

Zhou, Z., Xin, T., & Peverly, S. T. (2001). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Paper presented at the annual meeting of the American Psychological Association.

 

Hutchinson, K. T., Kirk, U., & Peverly, S. T. (1999). Affective processing and social skills functioning in children with ADHD. Paper presented at the annual meeting of the American Psychological Association. Clinical Neuropsychologist, 13 (2), 222-222 May, 1999.

 

Brobst, K., Graham, M., Shaw, R., & Peverly, S. (1998). Skill in notetaking: Are all texts created equal? Poster presented at the Annual Meeting of the American Educational Research Association.

 

Peverly, S., Brobst, K., Shaw, R., & Graham, M. (1998). Relationship of Verbal Ability, Note-Taking Activities, Test Type, and Monitoring of Learning to Test Performance. Poster presented at the annual Meeting of the American Psychological Society.

 

Zhou, Z., Peverly, S. T., Boehm, A. E. & Lin, C. D. (1998).Role of instruction in children's understanding of distance, time, and speed interrelations. Poster presented at the 106th Annual convention of the American Psychological Association, San Francisco, CA.

 

Benuck, M. B., & Peverly, S. T. (1997). The effect of semantic context upon oral reading of unvoweled Hebrew. Poster presented at the Annual Meeting of the American Educational Research Association.

 

Brobst, K., & Peverly, S. T. (1997). Should you read the text before you go to class? Poster presented at the Annual Meeting of the American Educational Research Association.

 

Zhou, Z, Boehm, A., Peverly, S., Ginsburg, H., & Lin, C. D. (1996).  Children's understanding of time, distance, and speed interrelations: A cross-cultural study. Poster presented at the annual meeting of the International Congress of Psychology.

 

Paradis, L., & Peverly, S. T. (1993).  The effects of knowledge and task on students' questions in modified learning groups.  Poster presented at the annual meeting of the American Educational Research Association.

 

Peverly, S. T., Brobst, K. E., & Morris, K. (1991).  The relationship among ability, metacognitive regulation, and metacognitive reflection in seventh grade students' study skills. Paper presented at the annual meeting of the American Educational Research Association.

 

Peverly, S.T., Brobst, K.E., & Morris, K. (1990).  A preliminary investigation of the relationship among performance, ability and metacognition in studying.  Paper presented at the annual meeting of the American Educational Research Association, Boston

 

Peverly, S.T., Brobst, K.E., Morris K. (1990).  The assessment of academic studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.

 

Peverly, S.T. (1989).  Chair, Learning strategies for scientific material:  Knowledge maps and mnemonics. The annual meeting of the American Educational Research Association, San Francisco.

 

Peverly, S.T. (1988).  One perspective on the relationship of cognition to assessment.  Paper presented at the annual meeting of the National Association of School Psychologists, Chicago.

 

Peverly, S.T., Wang, M.C., & Gabriele, A. (1987).  The study of metacognition and school learning: Review of research methodology. Presented at the annual meeting of the American Educational Research Association, Washington.

 

Wang, M.C., & Peverly, S.T. (1986).  The self-instructive process in classroom learning contexts.  Paper presented at the annual meeting of the American Educational Research Association, Chicago.

 

Dytman, J. A., Peverly, S. T., & Wang, M. C. (1985).  An investigation of the role of the learner in LOGO learning environments.  Paper resented at the annual meeting of the American Educational Research Association.

 

Peverly, S.T., Randolph, R.F., & Wang, M.C. (1985).  Implementation of an innovative program: A case study. Paper resented at the annual meeting of the American Educational Research Association, Chicago.

 

Invited Presentations

 

Peverly, S. T. (2006). The effects of teachers' quality on elementary students' mathematical performance. Colombian congress on the study of children's mathematical thinking. Universidad del Norte, Barranquilla, Colombia.

 

Peverly, S. T., & Zhou, Z., (2003). Cross and within-cultural variations in children's mathematical understanding of distance, time, and speed interrelations: Evidence from China and the U.S. International Conference on Chinese Education, Teachers College, ColumbiaUniversity.

 

Peverly, S. T. (1996). The future of the training of doctoral-level school psychologists. Paper presented at the Annual Meeting of the American Psychological Association.

 

 

Presentations and Posters (Refereed)
Zhou, Z., Xin, T., & Peverly, S. T. (2001). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Paper presented at the annual meeting of the American Psychological Association.
Hutchinson, K. T., Kirk, U., & Peverly, S. T. (1999). Affective processing and social skills functioning in children with ADHD. Paper presented at the annual meeting of the American Psychological Association.
Brobst, K., Graham, M., Shaw, R., & Peverly, S. (1998). Skill in notetaking: Are all texts created equal? Poster presented at the Annual Meeting of the American Educational Research Association.
Peverly, S., Brobst, K., Shaw, R., & Graham, M. (1998). Relationship of Verbal Ability, Note-Taking Activities, Test Type, and Monitoring of Learning to Test Performance. Poster presented at the annual Meeting of the American Psychological Society.
Zhou, Z., Peverly, S. T., Boehm, A. E. & Lin, C. D. (1998). Role of instruction in children's understanding of distance, time, and speed interrelations. Poster presented at the 106th Annual convention of the American Psychological Association, San Francisco, CA.
Benuck, M. B., & Peverly, S. T. (1997). The effect of semantic context upon oral reading of unvoweled Hebrew. Poster presented at the Annual Meeting of the American Educational Research Association.
Brobst, K., & Peverly, S. T. (1997). Should you read the text before you go to class? Poster presented at the Annual Meeting of the American Educational Research Association.
Peverly, S. T. (1996). Invited Presentation: The future of the training of doctoral-level school psychologists. Paper presented at the Annual Meeting of the American Psychological Association.
Zhou, Z, Boehm, A., Peverly, S., Ginsburg, H., & Lin, C. D. (1996). Children's understanding of time, distance, and speed interrelations: A cross-cultural study. Poster presented at the annual meeting of the International Congress of Psychology.
Paradis, L., & Peverly, S. T. (1993). The effects of knowledge and task on students' questions in modified learning groups. Poster presented at the annual meeting of the American Educational Research Association.
Peverly, S. T., Brobst, K. E., & Morris, K. (1991). The relationship among ability, metacognitive regulation, and metacognitive reflection in seventh grade students' study skills. Paper presented at the annual meeting of the American Educational Research Association.
Peverly, S.T., Brobst, K.E., & Morris, K. (1990). A preliminary investigation of the relationship among performance, ability and metacognition in studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Peverly, S.T., Brobst, K.E., Morris K. (1990). The assessment of academic studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Peverly, S.T. (1989). Chair, Learning strategies for scientific material: Knowledge maps and mnemonics. The annual meeting of the American Educational Research Association, San Francisco.
Peverly, S.T. (1988). One perspective on the relationship of cognition to assessment. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago.
Peverly, S.T., Wang, M.C., & Gabriele, A. (1987). The study of metacognition and school learning: Review of research methodology. Presented at the annual meeting of the American Educational Research Association, Washington.
Wang, M.C., & Peverly, S.T. (1986). The self-instructive process in classroom learning contexts. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Dytman, J. A., Peverly, S. T., & Wang, M. C. (1985). An investigation of the role of the learner in LOGO learning environments. Paper resented at the annual meeting of the American Educational Research Association.
Peverly, S.T., Randolph, R.F., & Wang, M.C. (1985). Implementation of an innovative program: A case study. Paper resented at the annual meeting of the American Educational Research Association, Chicago.

Courses

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