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.
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.