Jane Ashby


Jane Ashby moved to Michigan in 2009, after completing a two-year postdoc with Keith Rayner and Lisa Sanders at the University of Massachusetts. While there, she conducted eye movement and ERP studies in order to investigate phonological processing during silent reading. Jane earned a Ph.D. in Experimental Psychology from the University of Massachusetts in 2006 and she holds a Master's degree from the Harvard Graduate School of Education. Previous experience assessing reading difficulties, delivering reading interventions, and conducting staff development for educators complements her present research interests.

Research Interests:

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, hearing, 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. 

Select Publications:

Ashby, J., Roncero, C., de Almeida, R.G., & Agauas, S.J. (2017). The early processing of metaphors and similes: Evidence from eye movements. The Quarterly Journal of Experimental Psychology. doi: http://dx.doi.org/10.1080/17470218.2016.1278456

Jared, D., Ashby, J., Agauas, S.J., Levy, B.A. (2016). 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. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In A. Khateb and I.B. Kochova (Eds.) Reading Fluency (pp. 65-89). Springer International Publishing.

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

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.

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.

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.

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.