Read Dr. Phil Capin's summary of Melby-Lervåg and Lervåg's 2014 meta-analysis comparing differences in reading performance between first- and second-language learners, and the variables that contribute to reading comprehension ability, including language comprehension, decoding, and phonological awareness.
Read Arturo E. Hernandez's summary of the Sun et al. study (2022) on cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development.
Read Paul T. Cirino's summary of a meta-analysis by Spiegel et al. (2021) on relations between executive function and academic outcomes, focusing on students in kindergarten through Grade Six.
Read Diana Salem and Dr. Yusra Ahmed's summary of a study by Mor and Dardeck (2021) on using machine learning to aid in the early detection of specific learning disability.
Read Dr. Jack M. Fletcher's summary of two articles on the results and implications of the Convergence Insufficiency Treatment Trial–Attention & Reading Trial.
Read Dr. Pat Taylor's summary of August et al.'s article on the results of an efficacy study on teaching high-utility vocabulary to English learners.
Read Na Young Yoon's summary of a meta-analysis by Denton et al. on the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students.
Read Dr. Jessica A. Church's summary of a study by Roe et al. on error processing in children and how their findings compare to the literature on error processing in adults.
Read Dr. Nancy Scammacca's summary of a synthesis by Harmey and Moss (2021) on research on learning loss from disruptions comparable to school closures and reopenings related to COVID-19.
Read Dr. Jeremy Miciak's summary of a Rodgers et al. (2021) evaluation of the reliability and validity of observation instruments used in special education classroom observation research.
Read Drs. Kelly Macdonald and Paul Cirino's summary of a study by Swanson, Arizmendi, and Li (2020) on the stability of learning disabilities among emergent bilingual children.
Read Arturo Hernandez and Jean P. Bodet III's exploration of the controversial findings of Hartshorne, Tenenbaum, and Pinker (2018) on the age window for the critical period of second-language learning.
Read Maryam Khan and Yusra Ahmed's summary of a study by Talwar, Tighe, and Greenberg (2018) on the role of background knowledge in struggling adult readers.
Read Dr. Jack M. Fletcher's review of an article by J. S. Bowers (2020) in Educational Psychology Review, which TCLD researchers Fletcher and Vaughn, and their colleague, Rob Savage of the University College London also responded to in the same journal.
Read Julia D. Kovalenko and Elena L. Grigorenko's summary of a Grigorenko et al. (2019) study on improving educational achievement as a path to desistance.
Read Dr. Jenifer Juranek's summary of Huber et al.'s (2018) study on white matter plasticity during an intensive reading intervention.
Read Sarah Fishstrom and Sharon Vaughn's summary of an article by Puzio (2020) about differentiated literacy instruction.
Read Tehila Nugiel and Dr. Jessica A. Church's summary of an article by Nugiel et al. (2019) on the relationship between brain activity in struggling readers before intervention and future reading gains.
Read Sarah Fishstrom, Paul K. Steinle, and Dr. Phil Capin's summary of a meta-analysis by Francis et al. (2019) on the association between poor reading and internalising problems, such as anxiety and depression.
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.
