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ISSN: 2471-9900

Journal of Psychological Abnormalities
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Robert Savage

Robert Savage Robert Savage
Associate Professor
McGill University
USA

Biography

He has his Ph.D. Research (Experimental Psychology) in 1998 from University of London, Institute of Education (Ph. D completed in 3 years). M.Sc. Professional Educational Psychology (Qualified School Psychologist) University of London, Institute of Education in 1999. M.Sc. Research Degree in Experimental Psychology from Cambridge University, St John’s College in 1994.Post-graduate Certificate in Education Cambridge University, Homerton College in 1992.B.A. Honours Degree in Experimental Psychology Oxford University, Worcester College in 1989. EMPLOYMENT Details: He worked as Associate Professor, Faculty of Education, McGill University, Montreal in 2006. He worked as Assistant Professor, Faculty of Education, McGill University, Montreal in 2003. He was Program Director Inclusive Education, Program Director Human Development, Ph. D program, M. Ed Inclusive and General and 5 associated undergraduate and certificate in education programs from 2008 – 2012. He Consultant Educational Psychologist for Advanced Learning Sciences, Hampstead in 2001 – 2002.He was Associate Lecturer Professional Educational Psychology training course, University of London & Institute of Education, London in 2001 – 2002

Research Interest

His research interests focus primarily on the effects of reading intervention, effective teaching, and basic cognitive processes in literacy. He has a current 5 year SSHRCC-funded project that explores preventative early intervention for reading and spelling using response-to-intervention (RtI) models.He is also exploring morphological and vocabulary development in French. A second major stream is to explore similarities in teaching English and French. Other current projects include: The assessment of effective classroom teaching in Grade 1; the ‘Simple View of Reading’; the nature and impact of inclusive education; the most effective support for children at-risk when transitioning to high school; the impact of French immersion on literacy and language development.

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