Read Dr. Nancy Scammacca's summary of a meta-analysis by Ciullo and colleagues (2019) on intervention research pertaining to students with learning disabilities in the social studies.
Read Dr. Pat Taylor's summary of a study by Styck, Beaujean, and Watkinson (2019) on profile reliability of cognitive ability subscores.
Read Hsuan-Hui Wang, Paul Steinle, and Dr. Yusra Ahmed's summary of a meta-analysis by Ludwig and colleagues (2019) on reading interventions for English language learners.
Read Paul Steinle and Dr. Sharon Vaughn's summary of an analysis by Gabriel (2019) on dyslexia policy narratives.
Read Johny Daniel and Dr. Jeremy Miciak's summary of a Suggate (2016) meta-analysis examining the long-term effects of reading interventions.
Read Hsuan-Hui Wang, Paul Steinle, and Dr. Stephanie Stillman's summary of a study by Scammacca and Stillman (2018) on the effect of a social studies intervention on the vocabulary knowledge of below-average readers.
Read Paul Steinle and Dr. Nancy Scammacca Lewis' summary of a meta-analysis by Gilmour, Fuchs, and Wehby (2019) on the reading achievement gap between students with and without disabilities.
Read Jordan Dille & Dr. Phil Capin's summary of an article by Reed et al. (2019) on defining summer gain among elementary students with or at risk for reading disabilities.
Read Dr. Philip Capin and Jordan Dille's summary of an article by Grigorenko et al. (2019) on specific learning disabilities: 50 years of science and practice.
Read Johny Daniel and Dr. Philip Capin's summary of a Proctor and colleagues (2019) study of the effects of a language‐based reading intervention on bilingual learners.
Read Johny Daniel and Dr. Philip Capin's summary of a study by O’Connor, Geva, & Koh (2019) on reading comprehension of ELLs and non-ELLs through the lexical quality hypothesis lens.
Read Paul Steinle and Dr. Phil Capin's summary of a Coyne et al. (2018) study on the effects of a supplemental reading intervention using a regression discontinuity design.
Read Dr. Nancy Scammacca's summary of a meta-analysis by Spencer and Wagner (2018) on specific reading comprehension deficits.
Read Lexy House and Dr. Phil Capin's summary of an article by Lesaux and Kieffer (2010) on reading comprehension difficulties among language minority learners and native English speakers.
Read Dr. Arturo E. Hernandez's summary of a study by Hartshorne and colleagues (2018) on whether there is an ideal age to learn a second language and why later learners do not reach the same language attainment as mature native speakers.
Read Dr. Paul T. Cirino's summary of a meta-analysis by Fong and colleagues (2017) on psychosocial factors and community college student success.
Read Dr. Sharon Vaughn's summary of a meta-analysis by Stockard and colleagues (2018) on the effectiveness of Direct Instruction.
Read Dr. Yusra Ahmed's summary of an article by Kopatich and colleagues (2018) on language-specific and domain-general resources' role in comprehension. Ahmed also reports the findings from a modeling exercise in which she used the data from the article to fit alternative models.
Read Mary Abbe Roe's summary of an article by Roe and colleagues (2018) on the role of executive control in reading among children who have difficulty with reading comprehension and word reading fluency.
Read Dr. Jack M. Fletcher's thoughts on a chapter by Cheramie, Schanding, and Streich that examines the Core Selective Evaluation Process and dual discrepancy/consistency models for identifying learning disabilities.