Read Dr. Jenifer Juranek's summary of a study by Romeo et al. (2017) that investigates whether there are structural brain differences in young children with reading disabilities from varying socioeconomic status backgrounds and whether a summer reading intervention program influences brain structure across the socioeconomic status continuum.
Read Dr. Phil Capin's summary of a study by Swanson, Kudo, & Guzman-Orth (2016) that examines students at risk for RD among ELLs.
Read Dr. Nancy Scammacca's summary of a meta-analysis by Collins, Lindström, and Compton (2018) that examines reading comprehension assessment to determine the impact of item response format and reader characteristics on the difference in scores between students who do and do not struggle with reading.
Read Kelly A. Vaughn's summary of a study by Vaughn and Hernandez (2018) that examines how age of second language acquisition interacts with genetic variants from dopamine-related genes to predict bilingual proficiency in young adulthood.
Read Dr. Paul T. Cirino's summary of a study by Cirino et al. (in press) that examines the structure of executive function.
Read Dr. Yusra Ahmed's summary of a study by Parker et al. (2017) that examined growth patterns of students receiving writing interventions.
Read Jessica Church-Lang's summary of a study by Alcauter et al. (2017) that examined the role of the striatum in reading performance of school-age children.
Read Kelly Macdonald's summary of an article in which Macdonald, Germine, Anderson, Christodoulou, and McGrath (2017) present their findings from a U.S. survey on neuromyths.
Read Dr. Jamie M. Quinn's summary of a study by Wanzek et al. (2017) that evaluated the effects of Passport to Literacy for upper-elementary students with comprehension difficulties.
Read Dr. Pat Taylor's summary of an article by Everson (2017) that evaluated the findings of existing literature related to value-added models.