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.
Read Dr. Jeremy Miciak's summary of a literature review and meta-analysis by Filderman and colleagues (2018) that examines the effectiveness of data-based decision making in reading interventions.
Read Dr. Pat Taylor's summary of an article by Foorman, Petscher, and Herrera that examines the Simple View of Reading to identify the unique and common sources of variability in reading comprehension.
Read Dr. Jack M. Fletcher's comments on a review of the literature in which Hahn et al. (2014) argue for multisensory deficits in dyslexia.
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.
Read Dr. Garrett Roberts' summary of an article by Chow and Wehby (2016) on the associations between language and problem behavior.
Read Dr. Philip Capin's summary of an article by Hua and Keenan (2017) that explores how reading comprehension tests vary in the underlying skills they assess.
Read Dr. Nancy Scammacca's summary of an article by Schulte, Stevens, Elliott, Tindal, and Nese (2016) that examines patterns of reading growth over time for students with disabilities, general education students, and academically gifted students.