Jane Ashby

Jane Ashby received her Ph.D. in Experimental Psychology from the University of Massachusetts, Amherst in 2006. She holds Master's degrees in Psychology (UMass) and Education (Harvard). She has applied experience in assessment and intervention for children and adults with reading disorders.

Research Interest:

My research investigates how adults and children process text by recording eye movements during silent reading. Studies in my laboratory examine questions about the intersection of reading, speech, and visual processes. The findings extend our understanding of skilled reading processes and reading development. Another research interest involves using eye movements to identify areas of text that pose reading difficulty in applied settings, such as legal or medical contexts. In addition to these interests, I consult with educators and parents of children who have reading difficulties.


Select Publications:

Scherr, K.C., Agauas, S.J., Ashby, J. (2015). The text matters: eye movements reflect the cognitive processing of interrogation rights. Applied Cognitive Psychology. doi: http://dx.doi.org/ 10.1002/acp.3195

Jared, D., Ashby, J., Agauas, S.J., Levy, B.A. (2015). Phonological activation of word meanings in Grade 5 readers. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi: http://dx.doi.org/10.1037/xlm0000184

Ashby, J., Dix, H., Bontrager, M., Dey, R., & Archer, A. (2013). Phonemic awareness contributes to
text reading fluency: Evidence from eye movements. School Psychology Review, 42(2), 157-170.

Ashby, J., & Rayner, K. (2012). Reading in alphabetic writing systems: Evidence from cognitive neuroscience. In M. Anderson (Ed.), Cognitive Neuroscience: The good, the bad, and the ugly. Oxford University Press.

Ashby, J., Yang, J., Evans, K., Rayner, K. (2012). Eye movements and the perceptual span in silent and oral reading. Attention, Perception, & Psychophysics, 74, 634-640. Doi: 10.3758/s13414-012-0277-0

Halderman, L.K., Ashby, J., Perfetti, C. (2012) Phonology: An early and integral role in identifying words. In J.S. Adelman (Ed.), Visual word recognition (pp.207-228). Psychology Press.

Jones, M., Ashby, J., Branigan, H. (2012). Dyslexia and fluency: Parafoveal and foveal influences on rapid automatized naming. Journal of Experimental Psychology: Human Perception and Performance, doi: http://dx.doi.org/10.1037/a0029710

Rayner, K., Pollatsek, A., Ashby, J., & Clifton, Jr., C.E. (2012). The Psychology of Reading. Psychology Press.

Ashby, J. (2010). Phonology is fundamental in skilled reading: Evidence from ERPs. Psychonomic Bulletin & Review, 17, 95-100.​

Clifton, C., Jr., & Ashby, J. (2010). Language Comprehension, in Corsini Encyclopedia of Psychology (4th Ed.). John Wiley & Sons.

Ashby, J., Sanders, L.D., Kingston, J. (2009). Skilled readers begin processing phonological features by 80 ms: evidence from ERPs. Biological Psychology, 80, 84-94.

Ashby, J. & Martin, A.E. (2008). Prosodic phonological representations early in visual word recognition. Journal of Experimental Psychology: Human Perception & Performance, 34, 224-236.