Dorin-Dacian DOLEAN

CSII – Psychology

Fields of interest/specialization: Literacy development, Elementary and middle school pedagogy, Socioeconomic status effects on learning development, Emotions and learning, The role of family and afterschool experiences in learning, Longitudinal and experimental design

Dr. Dacian Dolean is an educational psychologist specialized in the development of literacy in elementary and middle school. He has experience as Principal Investigator in multiple research projects focused on the development of learning, cognitive and emotional abilities, with the focus on the children from socioeconomically disadvantaged backgrounds. He has 30 years experience as a teacher, professor and research scientist in both Romania and United States of America. Currently, he is the coordinator of the Laboratory of Advanced Studies in Literacy, within STAR-UBB Research Institute from Babeș-Bolyai University. He is also Editorial Board Member of the Journal of Literacy Research and member in the board of two organizations in the U.S. which are focused on the development of literacy of students from socioeconomically disadvantaged backgrounds.

Google Scholar: https://scholar.google.com/citations?view_op=list_works&hl=en&hl=en&user=RH20S3AAAAAJ

ResearchGate: https://www.researchgate.net/profile/Dacian-Dolean

Curriculum Vitae: Dacian Dolean

Representative works:

Dolean, D.D., Khanolainen, D., & Torppa, M. (2026). Reading and cognitive predictors of reading anxiety: An 8-year longitudinal Study. Journal of Educational Psychology https://doi.org/10.1037/edu0001065
Dolean, D.D., Lervag, A., & Melby-Lervag, M. (2026). The effectiveness of a language comprehension intervention on the language, reading and writing skills of socioeconomically disadvantaged students, Reading Research Quarterly, https://doi.org/10.1002/rrq.70123
Dolean, D.D. & Prodan, N. (2023). Let’s eat grandma: Awareness of punctuation and capitalization rules’ violations predicts the development of reading comprehension. Learning and Instruction, 86, 101780, DOI:https://doi.org/10.1016/j.learninstruc.2023.101780
Dolean, D.D. (2022). Home literacy practices that support language and literacy development in bilingual children: A longitudinal case study. International Journal of Bilingual Education and Bilingualism, 25(7), 2621-2635. DOI: 10.1080/13670050.2021.1943304
Dolean, D.D. & Lervag, A. (2021). Variation of homework assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 90(2), 280-296. DOI: 10.1080/00220973.2020.1861422
Dolean, D.D., Lervag, A., Visu-Petra, L. & Melby-Lervag, M. (2021). Language skills, and not executive functions, predict the development of reading comprehension: Evidence from an orthographically transparent language. Reading and Writing: An Interdisciplinary Journal, 34, 1491-1512. doi.org/10.1007/s11145-020-10107-4
Dolean, D.D. & Călugăr, A. (2020). How reliably can we measure a child’s true IQ: Socio-economic status can explain most of the inter-ethnic differences in general non-verbal abilities. Frontiers in Psychology, 11, 1-8. https://doi.org/10.3389/fpsyg.2020.02000
Dolean, D.D., Melby-Lervag, M., Tincas, I., Damsa, C. & Lervag, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.101218.
Lervag, A., Dolean, D.D., Tincas, I. & Melby-Lervag, M. (2019). Socioeconomic Background, Nonverbal IQ and School Absence Affects the Development of Vocabulary and Reading Comprehension in Children Living in Severe Poverty. Developmental Science, 22(5). https://doi.org/10.1111/desc.12858
Dolean, D.D. (2016). The effects of teaching songs in foreign language classrooms on foreign language anxiety. Language Teaching Research, 20(5), 638-653. DOI: 10.1177/1362168815606151