Linda Siegel

Wall Associate




Department of Educational and Counselling Psychology





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Linda Siegel

Professor Siegel’s areas of research activity are learning disabilities, attention deficit disorder, detection of children at risk for learning and behavior problems, cognitive development, language development and the history of childhood. Her publications include the coauthored books Current Directions in Dyslexia Research (with K. van den Bos, D. Bakker, and D. Share, 1994) and The Social and Cognitive Aspects of Normal and Atypical Language Development (with S. von Tetzchner and L. Smith, 1989).

Professor Siegel’s research includes a longitudinal study in North Vancouver to examine the early identification and intervention of native English-speaking and ESL speaking children at risk for reading failure. This school-based research in dyslexia and reading failure is also in the preliminary stages in other districts in British Columbia. The other study Dr. Siegel is currently conducting is to examine the development of reading, language, and memory skills in children and adults with learning disabilities. An assessment of reading, language, spelling, memory and arithmetic is conducted with each participant. Suggestions for remediation and appropriate accommodations in school and the workplace, and/or further education are made for each individual, based on their personal learning difficulties.

Dr. Siegel holds the Dorothy C. Lam Chair in Special Education in The University of British Columbia (UBC) Faculty of Education. She is a Fellow of both the American Psychological Association and the Canadian Psychological Association.

Primary Recipient Awards

Linda Siegel – Wall Solutions – 2011
Teaching the Scientific Concepts Underlying Climate Change and Global Warming Principal Investigator: Linda Siegel, Faculty of Education, UBC Partner Organization: Vancouver School Board, North Vancouver School District Climate change and global warming are critical issues for the survival of our planet. The public is subjected to conflicting claims about whether or not global warming is a reality or is merely exaggerated by overzealous scientists. In order for the public to evaluate these conflicting claims, people need to develop the appropriate scientific knowledge. One approach is to ensure that children are taught the necessary scientific concepts to understand the issues involved. This project involves the development and implementation of a science curriculum to teach children the basic concepts necessary to understand the science of climate change and global warming. This curriculum integrates mathematics and physical science for grade 4 and 5 students and will introduce students to fundamental science concepts and theories concerning matter and energy, all of which are necessary for understanding topics such as the effects of energy production and use on climate change. The goals of this project are to help children become informed about scientific concepts and to develop their interest in science at an early age. This curriculum is consistent with our schools' emphasis on improving the understanding of environmental issues and the basic science relevant to global warming and climate change.
Linda Siegel – Distinguished Scholars in Residence – 2001