Our Faculty

VITA

FRANK R. YEKOVICH

Department of Education
The Catholic University of America
Washington, D.C  20064

E-mail: Yekovich@cua.edu

  (202) 319-5804 (Office)
(202) 543-9280  (Home)

 

Personal Information

Born February 7, 1950, Canon City, Colorado
Married, Two children

Education

Ph.D.   M.A. B.A.

Arizona State University Educational Psychology: Human Cognition Minor: Statistics, Research Design Arizona State University University of Colorado

1977   1975 1972

  Professional Experience

1993 – 2002 1989 – 1993 1982 – 1988 1981 – 1982 1979 – 1982 1978 – 1980  1978 – 1979 1977 – 1978 Summer, 1977  1976 – 1977 Summer, 1975 1973 – 1976

The Catholic University of America, Department of Education, Ordinary Professor. The Catholic University of America, Department of Education Chair. The Catholic University of America, Department of Education, Associate Professor. Carnegie-Mellon University , Pittsburgh, Pennsylvania, Postdoctoral Fellow in Cognitive Science. The Catholic University of America, School of Education, Assistant Professor in Educational Psychology. Illinois State University, Normal, Illinois, Research Consultant.  Funding Source: NIE-NSF joint program on Research in Science Education. U.S. Army Research Institute for the Behavioral and Social Sciences, Alexandria, Virginia, Research Psychologist. Seville Research Corporation, Pensacola, Florida, Research Scientist.  Funding source:  Department of the Navy. The RAND Corporation, Santa Monica, California, Research Consultant.  Funding source: Department of Defense Advanced Research Projects Agency. Laboratory for the Study of Human Intellectual Processes, Arizona State University, Tempe, Arizona, Associate Director.  Funding source: University. Navy Personnel Research and Development Center, San Diego, California, Research Psychologist (Summer Intern). Arizona State University, Tempe, Arizona, Graduate Instructor in Educational Psychology.

 

Publications

 

Books

        Gagne, E.D., Yekovich, C.W., & Yekovich, F.R.  (1993).  The cognitive psychology of school learning, 2nd Ed..  New York, NY:  HarperCollins Publishers.

        Yekovich, F.R., & Yekovich, C.W.  (1996).  Assessing the progress of students in whole language classrooms..  Washington, D.C.:  ERIC Clearinghouse on Assessment and Evaluation.

Chapters in Edited Volumes

        Kulhavy, R.W., & Yekovich, F.R. (1977).  Feedback in written instruction.  In Encyclopedia of Instructional Development, Department of the Navy.

        Yekovich, F. R., & Walker, C. H. (1987). Activation and use of scripted knowledge in reading about routine activities.  In B. K Britton and S. M. Glynn (Eds.), Executive control processes in reading, pgs. 145-176. Hillsdale, NJ: Lawrence Erlbaum Associates.

        Yekovich, F.R., Walker, C.H., Ogle, L.T., & Thompson, M.A.  (1990).  The influence of domain knowledge on inferencing in low aptitude individuals.  In A.C. Graesser and G.H. Bower (Eds.), Inferences and text comprehension, a special focus volume from the series, The psychology of learning and motivation:  Advances in research and theory (Vol. 25), pgs. 259-278.  San Diego, CA:  Academic Press.

        Yekovich, F.R.  (1993).  A theoretical view of the development of expertise in credit administration.  In P. Hallinger, K. Leithwood, and J. Murphy (Eds.), Cognitive perspectives on educational leadership, pgs. 146-166.  New York, NY:  Teachers’ College Press.

Journal Articles

        Kulhavy, R. W., Yekovich, F. R., & Dyer, J. W. (1976). Feedback and response confidence.  Journal of Educational Psychology, 68, 522-528.

         Manelis, L, & Yekovich, F. R. (1976). Repetitions of propositional arguments in sentences.  Journal of Verbal Learning and Verbal Behavior, 15, 301-312.

        Yekovich, F. R., & Kulhavy, R. W. (1976). Structural and contextual effects in the organization of prose.  Journal of Educational Psychology, 68, 626-635.

        Schwartz, N., Garabedian, A.A., Dean, R.S., & Yekovich, F.R. (1977).  Effects of input mode on long-term recognition.  Perceptual and Motor Skills, 44, 736-738.

        Yekovich, F.R., & Walker, C.H. (1978).  Identifying and using referents in sentence comprehension.  Journal of Verbal Learning and Verbal Behavior, 17, 265-277.

        Dyer, J.W., Riley, J., & Yekovich, F.R. (1979).  An analysis of three study skills: Notetaking, summarizing, and rereading.  Journal of Educational Research, 73, 3-7.

        Kulhavy, R.W., Yekovich, F.R., & Dyer, J.W. (1979).  Feedback and content review in programmed instruction.  Contemporary Educational Psychology, 4, 91-98.

        Yekovich, F.R., Walker, C.H., & Blackman, H.S. (1979).  The role of presupposed and focal information in integrating sentences.  Journal of Verbal Learning and Verbal Behavior, 18, 535-548.

        Thorndyke, P.W., & Yekovich, F.R. (1980).  A critique of schema-based theories of human story memory.  Poetics, 9, 23-49.

        Yekovich, F.R., & Manelis, L. (1980).  Accessing integrated and nonintegrated propositional structures in memory.  Memory and Cognition, 8, 133-140.

        Walker, C.H., & Yekovich, F.R. (1981).  Career opportunities in Educational Psychology: Reflections of a professional couple.  Newsletter for Educational Psychologists, 5, 3-4.

        Yekovich, F.R., & Thorndyke, P.W. (1981).  An evaluation of alternative functional models of narrative schemata.  Journal of Verbal Learning and Verbal Behavior, 20, 454-469.

        Dean, R.S., Garabedian, A.A., & Yekovich, F.R. (1983).  The effect of modality shifts on proactive interference in long-term memory.  Contemporary Educational Psychology, 8, 28-45.

        Yekovich, F.R., Walker, C.H., & Dunay, P.K. (1983).  The use of scripts in the study of knowledge-based comprehension of text.  Journal of the Washington Academy of Sciences, 73, 87-99.

        Manelis, L., & Yekovich, F.R. (1984).  Analysis of expository prose and its relation to learning.  Journal of Structural Learning, 8, 29-44.

        Walker, C.H., & Yekovich, F.R. (1984).  Script-based inferences:  Effects of text and knowledge variables on recognition memory.  Journal of Verbal Learning and Verbal Behavior, 23, 357-370.

        Taylor, N.E., Wade, M., & Yekovich, F.R. (1985).  The effects of text manipulation and multiple reading strategies on the reading performance of good and poor readers.  Reading Research Quarterly, 20, 534-545.

        Yekovich, F.R., & Walker, C.H. (1986).  Retrieval of scripted concepts.  Journal of Memory and Language, 25, 627-644.

        Walker, C.H. & Yekovich, F.R. (1987).  Activation and use of script-based antecedents in anaphoric reference.  Journal of Memory and Language, 26, 673-691.

        Dean, R.S., Yekovich, F.R., & Gray, J.W. (1988).  The effect of modality on long-term recognition memory.  Contemporary Educational Psychology, 13, 1-9.

        Yekovich, F.R., Thompson, M.A., & Walker, C.H. (1991).  The generation and verification of inferences by experts and trained nonexperts.  American Educational Research Journal, 28, 189-209.

        Doolittle, P.E., & Yekovich, F.R.  (1994).  Developing expertise in the professions: Theoretical and practical concerns.  Professional Education Research Quarterly, 23, 21-37.

        Walker, C.H., & Yekovich, F.R.  (1999).  TRALEs to literacy.  Educational Leadership, 57(2), 57-61.

Published Reviews

        Yekovich, F.R. (1980).  Critique of Swanson’s “Readability and top-level structure: Effects on reading comprehension.  In Working Papers and their critiques: Graduate Research in the College of Education,  Tempe, AZ: Arizona State University Press.

        Yekovich, F.R. (1987).  A review of “Concept Formation: The Assessment and Remediation of Concept Deficit in the Young Child.”  In J.V. Mitchell (Ed.), Buros’ Ninth Mental Measurement Yearbook, Lincoln, Nebraska: University of Nebraska Press.

        Yekovich, F.R.  (1987).  A review of AH1, Forms X and Y.”  In J.V. Mitchell (Ed.), Buros’ Ninth Mental Measurement Yearbook.  Lincoln, NE:  University of Nebraska Press.

Publications in Popular Press

        Yekovich, F.R., & Walker, C.H.  (1989).  Researchers putting SATs to the test.  NCAA News, Dec. 9, 1989.

        Yekovich, F.R.  (1993).  Current issues in research on intelligence.  ERIC Digest.  Washington, D.C.:  ERIC Clearinghouse on Assessment and Evaluation.

        Yekovich, F.R., Walker, C., & Nagy-Rado, A. (1999). Building TRALEs to literacy for young urban learners. Spotlight on Student Success (Laboratory for Student Success (LSS), the Mid-Atlantic Regional Educational Laboratory, Center for Research in Human Development and Education, Temple University).

Instructional Packages

        Walker, C.H., Yekovich, F.R., & Nagy-Rado, A.  (In press).  How to create a TRALE classroom: A manual for training teachers.  Philadelphia, PA: Temple University.

        Yekovich, F.R., & Walker, C.H.  (1999).  Technology-Rich Authentic Learning Environments (TRALE): A CD-ROM to accompany, ‘How to Create a TRALE Classroom.’ Philadelphia, PA: Temple University.

 

Unpublished Manuscripts

        Yekovich, F.R. (1975).  Structural organization in prose.  Unpublished Master’s Thesis, Arizona State University.

        Van Wagenen, R.K., & Yekovich, F.R. (1976).  A syllabus on technical writing.  Unpublished manuscript, Arizona State University.

        Yekovich, F.R., Kulhavy, R.W., & Reynolds, R.E. (1977).  Mnemonic strategies in categorized word lists.  Technical Report No. 7, Laboratory for the Study of Human Intellectual Processes, Arizona State University.

        Yekovich, F.R. (1977).  On remembering sentences: The influence of linguistic structure and conversational emphasis.  Unpublished Doctoral Dissertation, Arizona State University.

        Yekovich, F.R., Walker, C.H., Marlowe, B.A., & Sakowski, L.  (1988).  Developing a selection instrument for terminal-option air traffic controllers:  Final Report.  Contract DTFA01-85-C-00046, Department of Transportation, Federal Aviation Administration, Washington, D.C.

        Gorski, J.S., & Yekovich, F.R.  (1988).  The time course of activation of scripted concepts:  A test of five models.  Research Report, U.S. Army Research Institute, Alexandria, VA.

        Walker, C.H., Yekovich, F.R., Doolittle, P.E., & Thompson, M.A.  (1996).  Cognitive science theories of reading and cognition and their relevance to curriculum design and assessment.  Washington, D.C.:  Department of Education, The Catholic University of America.

        Walker, C.H., & Yekovich, F.R.  (1998).  Creating Technology-Rich Authentic Learning Environments (TRALEs) within an urban early childhood setting.  Washington, D.C.:  Department of Education, The Catholic University of America.

        Yekovich, F.R., & Walker, C.H.  (1998).  A formative evaluation of the 1996-97 implementation of TRALE.  Washington, D.C.:  Department of Education, The Catholic University of America.

        Dorr, R.M, Yekovich, F.R., & Walker, C.H.  (1998).  Factors that influence the acquisition of early reading skill.  Washington, D.C.:  Department of Education, The Catholic University of America.

        Yekovich, F.R., Walker, C.H., & Nagy-Rado, A.  (1998).  Guidelines for school administrators who wish to integrate technology into the classroom using the TRALE model.  Washington, DC: The Department of Education, The Catholic University of America.

Paper Presentations

Dr. Yekovich has given 13 invited presentations at conferences and universities.  Additionally, he has presented 30 papers at professional meetings.  A complete list of these presentations is available upon request.

Professional Contributions and Activities

1984 – 1987  Editor, Newsletter for Educational Psychologists.  A publication of Division 15, American Psychological Association.

1981 – 1984  Associate Editor, Newsletter for Educational Psychologists.

AERA Tellers’ Committee, 1984

 

Ad Hoc Reviewer:

Journal of Verbal Learning and Verbal Behavior/Journal of Memory and Language
Journal of Educational Psychology
American Educational Research Journal
Journal of Experimental Psychology: Learning, Memory, and Cognition
Discourse Processes

National Institutes of Health (Grant Proposals)
National Science Foundation (Grant Proposals)

American Educational Research Association Convention, 1980 - 1983, 1993 - present.

Funded Research

 

        Yekovich, F.R.  (1981).  Studies of memory schemata in deaf adults. The Catholic University of America Research Grant-in-Aid, $4,100.

        Yekovich, F.R., & Walker, C.H.  (1985-1987).  Developing a selection instrument for terminal-option air traffic controllers.  Department of Transportation, Federal Aviation Administration, $103,000.

        Taylor, N.E., Yekovich, F.R., & Walker, C.H.  (1990).  Studies of on-line reading comprehension.  Equipment grant, The Catholic University of America Research Grant-in-Aid program, $10,500.

        Brown, C.W., & Yekovich, F.R.  (1991).  The Bill of Rights and beyond:  Dialogue between vision and reality.  Grant for summer institute held at the Library of Congress, National Civil Rights Commission, $60,000.

        Yekovich, F.R., & Yekovich, C.W.  (1995).  CUA - Van Ness partners: Partners in
education 2.  Apple Computer, Inc., $175,000.

        Yekovich, C.W., & Yekovich, F.R.  (1995-2000).  Technology-rich learning environments for young urban learners.  Sponsored by the Mid-Atlantic Region’s Laboratory for Student Success, U.S. Department of Education, $375,000.

Professional Affiliations

American Educational Research Association
        Member, Division C
        Member, Learning Strategies and Text Design SIG
Washington Academy of Sciences, Fellow

Awards and Distinctions

1987 1981 - 1982 1980

Honored for outstanding editorial work on the Newsletter for Educational Psychologists, Division 15, American Psychological Association. Alfred P. Sloan Foundation Fellowship, Carnegie-Mellon University. Washington Academy of Sciences, Outstanding Scientist in the Behavioral Sciences.