Read Dr. Amy Barth's summary of the findings from Hall, et al. (2016) meta-analysis of research on reading instruction for English language learners.
Read Dr. Nancy Scammacca's summary of Hollands et al. (2016). Cost-effectiveness analysis of early reading programs: A demonstration with recommendations for future research.
Read Colby Hall and Marcia Barnes's summary of a meta-analysis of writing interventions by Gillepse & Graham (2014).
Read Dr. Greg Roberts's summary of a study by Solari et al. (2014) on LD identification among low-SES and ELL students.
Read Dr. Sharon Vaughn's summary of a Vaughn et al. (2015) study on reading intervention for students with disabilities and high school retention.
Read Dr. Jack Fletcher's comments on Balu et al. (2015) recent publication on the evaluation of RTI practices.
Read Dr. Amy Barth's summary of Hall's (2015) recent synthesis of intervention research on inference instruction for struggling readers.
Read Garrett Roberts' summary of a review by Richards-Tutor et al. (2015) of research on reading interventions with English learners.
Read Dr. Jessica Church-Lang's summary of Dehaene, et al. (2015) article on the connection between literacy and visual and speech abilities.
Read Dr. Jeremy Miciak's summary of a review by Jacob & Parkinson (2015) of studies on possible relationships between executive functions and academic achievement.
Read Catherine Jockell's summary of an article by Goodwin, Gilbert, Cho, and Kearns (2014) on the skills middle school students need to read, spell, and understand complex words.
Read Dr. Jack M. Fletcher's summary of an article by Howard-Jones (2014) on commonly held misunderstandings about the brain and learning.
Read Dr. Elizabeth Swanson's summary of a study by Al Otaiba et al. (2014) that compared dynamic and typical RTI approaches.
Read Dr. Cirino's summary of Claessens, A., & Dowsett, C. (2014) recent article on the relationship between attention, behavior, and acheivement.
Read Dr. Nancy Scammacca's summary of findings from Pfost, M., Hattie, J., Dörfler, T., & Artelt, C. (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of Educational Research, 84, 203–244.
Read Dr. Amy Barth's summary of findings from Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27, 1703–1743.
Read Dr. Michael Vaughn's summary of Verlinden, M., Veenstra, R., Ghassabian, A., Jansen, P. W., Hofman, A., Jaddoe, V. W. V., . . . Tiemeier, H. (2014). Executive functioning and nonverbal intelligence as predictors of bullying in early elementary school. Journal of Abnormal Child Psychology, 42, 953–966.
Read guest author Eunsoo Cho's summary of Boscardin, C. K., Muthén, B., Francis, D. J., & Baker, E. L. (2008) and recommendations for early identification of reading disabilities.
Read guest author Dr. Yusra Ahmed’s thoughts about the relationship between reading and writing instruction, based on Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology, 106(2), 419–434.
