Rank:

Office:

Telephone:

e-mail:

Professor

University Hall 4741

(310) 338 - 4591

jfoy@lmu.edu

Education:

Postdoctoral Fellowship, Neuropsychiatric Institute, UCLA, 1987-1989
Ph.D., Psychology, Kent State University, 1987
M.S., Speech Language Pathology, Eastern Washington University, 1981

CCC-SLP
Licensed and certified speech pathologist

Selected Publications
with student
co-authors:

Foy, J. G. & Mann, V.A. (2006). Changes in letter sound knowledge are associated wiht development of phonological awareness in preschool children. Journal of Research in Reading, 29 (2), 143-161.

Mann, V.A. & Foy, J.G. (2003). Phonological awareness, speech development, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.

Foy, J.G. & Mann, V.A. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24(1), 59-88.

Foy, M.R. & Foy, J.G. (2003). Reversal of long-delay conditioned taste aversion learning in rats by sex hormone manipulation. Integrative Physiological and Behavioral Science, 38, 203-213.

Foy, J.G. & Mann, VA (2001). Does strength of phonological representations predict phonological awareness in preschool children? Applied Psycholinguistics, 22, 301-325.

Mann, VA & Foy, J.G. (2000). Speech perception and production as evidence for the role of phonological awareness. The Journal of the Acoustical Society of America, 108 (S, Pt. 2 of 2), 2481.

Vouimba, R.M., Foy, M.R., Foy, J.G., & Thompson, R.F. (2000). 17ß-estradiol suppresses expression of long-term depression in aged rats. Brain Research Bulletin 53(b), 783-787.

Foy, J.G. & Mann, V.A. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in preschool children. Journal of Research in Reading, 29 (2), 143-161.

Foy, J.G., Feldman, M., Lin, E., Mahoney, M., & Sjoblom, C. (2006) Neuroscience workshops for fifth grade school children: A university-school partnership. Cell Biology Education: Special Issue in Neuroscience Education, in press.

Selected Student Publications:

Gelhorn, H.L., & Foy, J.G. (2002). Parental factors contributing to narrative skills development in preschool children. Psi Chi Journal of Undergraduate Research, 7(2), 60-67.

Ribera, S. & Foy, J.G. (2000). Second-language proficiency and priming effects in Spanish-English adult bilinguals. The Journal of Psychology and the Behavioral Sciences, 14. [On-line]. Available: http://alpha.fdu.edu/psychweb/JPBS.htm