My research interests focus on the development of mathematical cognition in children with learning disabilities and children's achievement related perceptions. Some of the journals that I have published my research in include Journal of Eduational Psychology, Child Development, Journal of Learning Disabilties, Journal of Experimental Child Pscyhology, Learning Disabilities Research and Practice, and Journal of Educational Research. Select publications and a description of my current project are listed below.
Millersville Math Motivation Project
The focus of this project is an examination of children's motivational beliefs about their perceived ability in reading and mathematics over a two year time period. In particular, we are interested in how children's achievement profiles (high reading, poor math, etc) affects children's patterns of beliefs and what sources of information children use in developing beliefs about their ability. Our initial data suggest that although children with low mathematics achievement recognize their academic shortcomings, they maintain positive beliefs about their overall general self worth. Strong beliefs about their self-worth may help children with low math achievement maintain a positive attitude about themselves despite their academic struggles in mathematics. Our current longitudinal research project is examining the existence of these beliefs, the stability of children’s beliefs throughout third and fourth grades, and the impact that state mandated tests in mathematics may have on the formation of children’s achievement beliefs.
Mazzocco, M.M.M., Myers, G.F., Lewis, K.E., Hanich, L.B., & Murphy, M.M. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) v. low mathematics achievement. Journal of Experimental Child Psychology, 115, 371-387.
Mazzocco, M.M.M., Hanich, L.B., & Noeder, M.M. (2012). Primary school age students’ spontaneous comments about math reveal emerging dispositions linked to later mathematics achievement. Child Development Research. Article ID 170310.
Hanich, L.B. (2011). Motivating students who struggle with mathematics: An application of psychological principles. Perspectives on Language and Literacy, 37(2), 41-45.
Mazzocco, M.M.M., & Hanich, L.B. (2010). Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability? Learning and Individual Differences, 20, 70-81.
Hanich, L.B., & Bray, J.S. (2009). “No Child Left Behind: An Examination of Pre-service Teachers’ Knowledge and Preparation”. PA Teacher Educator, 8, 27-37.
Hanich, L.B. (2009). The use of student interviews for teaching pre-service teachers about motivation. Teaching Educational Psychology, 5(1), 1-5.
Murphy, M.M., Mazzocco, M.M.M., Hanich, L.B., & Early, M. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cut-off criterion used to define MLD. Journal of Learning Disabilities, 40(5), 458-478.
Hanich, L.B., & Deemer, S. (2005). The relevance of educational psychology to teacher education programs. The Clearing House 78(5), 189-191.
Deemer, S., & Hanich, L.B. (2005). Using achievement goal theory to translate evidence based principles into practice in educational psychology. The Clearing House, 78(5), 197-201.
Hanich, L.B., & Jordan, N.C. (2004). Achievement-related beliefs of third-grade children with mathematics difficulties. Journal of Educational Research, 97(5), 227-233.
Jordan, N.C., & Hanich, L.B. (2003). Characteristics of children with severe mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research & Practice, 18(4), 213-221.
Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103-119.
Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with mathematics difficulties with and without co-morbid reading difficulties. Child Development, 74, 834-850.
Jordan, N.C., Kaplan, D., & Hanich, L.B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94, 586-597
Hanich, L.B., Jordan, N.C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of Educational Psychology, 93, 615-626.
Jordan, N.C., & Hanich, L.B. (2000). Mathematical thinking in second-grade children with different forms of LD. Journal of Learning Disabilities, 33, 567-578
Murray, F.B., Raths, J., & Blanteno, L. (1996). The decoupling of RER articles, critiques and rejoinders in the educational literature. Review of Educational Research, 66, 657-658.