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October 2018: The Role of Language-Specific and Domain-General Resources in Reading Comprehension

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.

September 2018: Control Engagement During Sentence and Inhibition Tasks in Children With Reading Difficulties

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.

August 2018: Core Selective Evaluation Process and LD Identification

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.

July 2018: Data-Based Decision Making in Reading Interventions

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.

June 2018: Decoding and Language Factors in Predicting Reading Comprehension

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.

May 2018: The Role of Auditory and Visual Processing in Learning to Read

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.

April 2018: Socioeconomic Status, Reading Disability, and Neuroanatomy

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.

March 2018: Cognition and Literacy in ELLs At Risk for Reading Disabilities

Read Dr. Phil Capin's summary of a study by Swanson, Kudo, & Guzman-Orth (2016) that examines students at risk for RD among ELLs.

February 2018: Interpreting Reading Comprehension Test Results

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.

January 2018: Predicting Bilingual Proficiency From Age of Acquisition and Genetic Background

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.

December 2017: A Framework for Executive Function

Read Dr. Paul T. Cirino's summary of a study by Cirino et al. (in press) that examines the structure of executive function.

November 2017: Instruction and Intervention Response in Early Writing

Read Dr. Yusra Ahmed's summary of a study by Parker et al. (2017) that examined growth patterns of students receiving writing interventions.

October 2017: Neural Functional Connectivity Predicts Reading Performance

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.

September 2017: Training in Neuroscience Decreases Neuromyths

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.

August 2017: Effects of Reading Intervention for Fourth Grade Struggling Readers

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.

July 2017: Value-Added Modeling and Educational Accountability

Read Dr. Pat Taylor's summary of an article by Everson (2017) that evaluated the findings of existing literature related to value-added models.

June 2017: Systematic Review of Language and Problem Behavior

Read Dr. Garrett Roberts' summary of an article by Chow and Wehby (2016) on the associations between language and problem behavior.

May 2017: Interpreting Reading Comprehension Test Results

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.

April 2017: Achievement Gaps for Students With Disabilities

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.

March 2017: Differences Between Published and Unpublished Effect Sizes

Read Dr. Jeremy Miciak's summary of a Polanin et al. (2016) study on publication bias through the review of 81 meta-analyses.