Education

• BA, University of Notre Dame, Notre Dame, IN
• MA, University of Minnesota, Minneapolis, MN
• PhD, University of Minnesota, Minneapolis, MN

Courses

• CESP 728, Theories of Human Development
• CESP 831, Social Psychology of Education
• CESP 433, Learning and Evaluation
• CESP 704, Introduction to Educational Statistics

Research & Professional Interests

• The cognitive and social effects on comprehension processes, especially in reading, and the educational implications of such effects.

Honors & Awards

• Finalist for the 2002 National Reading Conference Outstanding Student Award
• 2003 Priscilla Hawn Endowed Fellowship
• 2007 Graduate Student Teaching Award, University of Minnesota, Department of Educational Psychology
• 2007 Graduate Student Research Award, University of Minnesota, Department of Educational Psychology

Current Presentations & Research

• Bohn, C.M., Rapp, D.N., van den Broek, P.W., Kendeou, P., & White, M.J. (April, 2007). Do children and adults rely on similar text dimensions when organizing memory for narratives? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Bohn, C.M., Dupuis, D.N., Roseth, C.J., Pellegrini, A.D., Hilk, C.L., & Peshkam, A. (March, 2007). Defining preschool social dominance: Theory of mind and the mediating role of language. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.
• Dupuis, D.N., Bohn, C.M., Hickey, M.C., Roseth, C., Pellegrini, A.D., Hilk, C.L., & Peshkam, A. (March, 2007). Establishing a relationship between theory of mind and social dominance in preschool aged children. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.
• Bohn, C.M., & Rapp, D.N. (July, 2006). Event-indexing in middle school children. Poster presented at the sixteenth annual meeting of the Society of Text and Discourse, Minneapolis, MN.
• Kendeou, P., van den Broek, P., Rapp, D. N., McMaster, K., White, M., & Bohn, C. (July, 2006). Independent contribution of reader and text characteristics during reading: Evidence from eye-tracking. Poster presented at sixteenth annual meeting of the Society of Text and Discourse, Minneapolis, MN.
• Pellegrini, A.D., Roseth, C., Mliner, S., Bohn, C.M., Van Ryzin, M., Vance, N., Cheatham, C., & Tarullo, A. (July, 2006). Dominance in preschool classrooms: Change across a school year. Paper presented at the International Society for Research on Aggression, Minneapolis, MN.
• Bohn, C.M., Kendeou, P., van den Broek, P., McMaster, K., & Rapp, D. (May, 2006). What do eye-movements reveal about struggling, average, and good readers? Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
• Bohn, C.M., & Rapp, D.N. (April, 2006). The development of narrative comprehension: Utilization of the event-indexing model. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
• Bohn, C.M. (February, 2006). Using eye-tracking to inform the development of reading comprehension interventions for struggling, average, and good readers. Paper presented at the annual research forum of the Minnesota chapter of Phi Delta Kappa, Minneapolis, MN.

Selected Publications

• Bohn, C.M., Roehrig, A.D., & Pressley, M. (2004). The first days of school in the classrooms of two more effective and four less effective primary-grades teachers. Elementary School Journal, 104, 269-287.
• Ediger, K., Willcutt, J.R., & Bohn, C.M. (2005). Research-based practices for oral language development. In C. Collins and S. Israel (Eds.), Reading First and Beyond: A Guide for Teachers (pp. 13-28). Thousand Oaks, CA: Corwin Press.
• Pellegrini, A.D., & Bohn, C.M. (2005). The Role of Recess in Children’s Cognitive Performance and School Adjustment. Educational Researcher, 34, 13-19.
• Pellegrini, A.D., Roseth, C.J., Mliner, S., Bohn, C.M., Van Ryzin, M., Vance, N., Cheatham, C.L., and Tarullo, A. (in press). Social Dominance in Preschool Classrooms. Journal of Comparative Psychology.
• Pressley, M., Roehrig, A.D., Raphael, L.M., Dolezal, S.E., Bohn, C.M., Mohan, L., Wharton-McDonald, R., Bogner, K., & Hogan, K. (2003). Teaching processes in elementary and secondary education. In W.M Reynolds & G. Miller (Eds.), Handbook of Psychology, Educational Psychology, Vol. 7. (pp. 153-175). New York: John Wiley & Sons.
• Roehrig, A.D., Bohn, C.M., Turner, J., & Pressley, M. (in press). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education.

          Experimental Stimuli

Selected Grants

• NIH Training Grant 2004-2007: Center for Cognitive Sciences, University of Minnesota

Professional Memberships

• National Reading Conference (2003-present)
• American Educational Research Association (2003-present)
• International Reading Association (2003-present)
• American Psychological Association (2003-present)
• Society for Text and Discourse (2004-present)
• Society for Research in Child Development (2005-present)

Updated: 9/10/10