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GRADUATE STUDENTS

Jonathan Nakamoto


Contact Information


E-mail: jnakamot@email.usc.edu

Biography

Jonathan is in his fifth year of the Developmental Psychology program. While at USC, he has examined links between children and adolescents' peer relationships and their academic achievement with his advisor David Schwartz. In addition, Jonathan has investigated Spanish-speaking English language learners' pre-reading (with Jo Ann Farver) and reading development (with Frank Manis). Jonathan is broadly interested in educational research and longitudinal data analysis.

Education

  • B.A. Psychology, Occidental College
  • M.A. Psychology, University of Southern California

Publications

Journal Article
  • Nakamoto, J., Lindsey, K. A., Manis, F. R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing: An Interdisciplinary Journal. Vol. 20, pp. 691-719.
  • Schwartz, D., Gorman, A. H., Nakamoto, J., Toblin, R. L. (2005). Victimization in the peer group and children's academic functioning. Journal of Educational Psychology. Vol. 97, pp. 425-435.
  • Schwartz, D., Gorman, A. H., Nakamoto, J., McKay, T. (2006). Popularity, social acceptance and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology. Vol. 42, pp. 1116-1127.
  • Farver, J. M., Nakamoto, J., Lonigan, C. J. Assessing preschoolers' emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool. Annals of Dyslexia. Vol. in press
  • Nakamoto, J., Lindsey, K. A., Manis, F. R. A cross-linguistic investigation of English language learner's reading comprehension in English and Spanish. Scientific Studies of Reading. Vol. in press
  • Kezar, A., Glenn, W., Lester, J., Nakamoto, J. Examining organizational contextual features that affect implementation of equity initiatives. The Journal of Higher Education. Vol. in press
  • Kelly, B. M., Schwartz, D., Gorman, A. H., Nakamoto, J. Community violence exposure and children's subsequent peer rejection: The mediating role of emotion dysregulation. Journal of Abnormal Child Psychology. Vol. in press
  • Schwartz, D., Gorman, A. H., Duong, M., Nakamoto, J. Peer relationships and academic achievement as interacting predictors of depressive symptoms during middle childhood. Journal of Abnormal Psychology. Vol. in press
  • Bruno, J. L., Manis, F. R., Keating, P., Sperling, A. J., Nakamoto, J., Seidenberg, M. S. (2007). Auditory word identification in dyslexic and normally achieving readers. Journal of Experimental Child Psychology. Vol. 97, pp. 183-204.
  • Newhall, E., Gorman, A. H., Nakamoto, J., Carroll, B. (2003). Learning through evaluation: The James Irvine Foundation Campus Diversity (CDI) Initiative. Diversity Digest. Vol. 7, pp. 6-7.