Publications
Recent Publications from the Learning Disabilities Research Program at The Hospital for Sick Children
Lovett, M.W., Lacerenza, L., De Palma, M., & Frijters, J.C. Evaluating the efficacy of remediation for struggling readers in high school. Journal of Learning Disabilities, in press.
Morris, R.D., Lovett, M.W., Wolf, M. Sevcik, R.A., Steinbach, K.A., Frijters, J.C., & Shapiro, M. Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome. Journal of Learning Disabilities, in press. (doi:10.1177/0022219409355472)
O'Brien, B., Wolf, M., Miller, L., Lovett, M. W., & Morris, R. D. (2011). Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level. Annals of Dyslexia, 1-25. doi: 10.1007/s11881-010-0050-9
Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R. Neurocognitive predictors of reading outcomes for children with reading disabilities. Journal of Learning Disabilities, 2011, 44(2), 150-166.
Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., Wolf, M., Kuhn, M.R., Meisinger, B., & Schwanenflugel, P.J. The relationsip between different measures of oral reading fluency and reading comprehension in second grade students who evidence different oral reading fluency difficulties. Language, Speech, and Hearing Services in Schools, 2010, 40, 340-348.
Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M.W., & Morris, R.D. The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 2009, 3, 84-93.
Wise, J. C., Pae, H. K., Wolfe, C. B., Sevcik, R. A., Morris, R. D., Lovett, M. W., et al. Phonological awareness and rapid naming skills of children with reading disabilities and children with reading disabilities who are at risk for mathematics difficulties. Learning Disabilities Research and Practice, 2008, 23(3), 125-136.
Lovett, M.W., De Palma, M., Frijters, J.C., Steinbach, K.A., Temple, M., Benson, N.J., & Lacerenza, L. Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 2008, 41(4), 333-352.
Lovett, M.W., Lacerenza, L., De Palma, M., Steinbach, K.A., & Frijters, J.C. Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 2008, 24(4), 1083-1097.
Katzir, T., Kim, Y.-S., Wolf, M., Morris, R.D., & Lovett, M.W. The varieties of pathways to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading. Journal of Learning Disabilities, 2008, 41(1), 47-66.
Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., & Wolf, M. The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.
Journal of Speech, Language, and Hearing Research, 2007, 50, 1093-1109.
Katzir, T., Kim, Y., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M.W., & Morris, R.D. Reading fluency: The whole is more than the parts. Annals of Dyslexia, 2006, 56(1), 51-82.
Pae, H.K., Wise, J.C., Cirino, P.T., Sevcik, RA., Lovett, M.W., Wolf, M., & Morris, R.D. The Woodcock Reading Mastery Test: Impact of normative changes. Assessment, 2005, 12(3), 347-357.
Wolf, M., Goldberg, A., Gidney, C., Lovett, M.W., Cirino, P., & Morris, R. The second deficit: An investigation of the independence of phonological and naming speed deficits in developmental dyslexia. Reading and Writing, 2002, 15, 43-72.
Lovett, M.W., Lacerenza, L., & Borden, S.B. Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 2000, 33(5), 458-476.
Lovett, M.W., Steinbach, K.A, & Frijters, J.C. Remediating the core deficits of developmental reading disability: A double deficit perspective. Journal of Learning Disabilities, 2000, 33(4), 334-358.
Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Steinbach, K.A., & De Palma, M. Components of effective remediation for developmental reading disability: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 2000, 92, 263-283.
Lovett, M.W., Lacerenza, L., Murphy, D., Steinbach, K.A., De Palma, M., & Frijters, J.C. The importance of multiple-component interventions for children and adolescents who are struggling readers. In J. Gilger & S. Richardson (Eds.), Research-Based Education and Intervention: What We Need To Know (pp. 67-102). Baltimore, MD: International Dyslexia Association, 2005.
Lovett, M.W., Barron, R.W., & Benson, N.J. Effective remediation of word identification and decoding difficulties in school-age children. In H.L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 273-292). New York: Guilford Publications, 2003.
Lovett, M.W. & Barron, R.W. Developmental reading disorders. In T.E. Feinberg & M.J. Farah (Eds.), Behavioral Neurology and Neuropsychology (2nd ed., pp. 801-819). New York, NY: The McGraw-Hill Companies, Inc., 2003.
Lovett, M.W. & Barron, R.W. Neuropsychological perspectives on reading development and developmental reading disorders. In I. Rapin & S.J. Segalowitz (Eds.), F. Boller & J. Grafman (Series Eds.), Handbook of Neuropsychology: Child Neuropsychology. Second Edition. Volume 8, Part II (pp. 255-300) Amsterdam: Elsevier Science Publishers, 2003.
Assessment and Intervention for Reading Disabilities: Recent Research References
Berninger, V.W., Vaughan, K., Abbott, R.D., Brooks, A., Abbott, S.P., Rogan, L., Reed, E., & Graham, S. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework. Journal of Educational Psychology, 90(4), 587-605.
Coalition for Evidence-Based Policy. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide: Prepared for the Department of Education's Institute of Education Sciences. Document Number)
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., & Fletcher, J.M. (1997). Early interventions for children with reading disabilities. Scientific Studies of Reading, 1(3) 255-276.
Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 203-212.
Fuchs, D., Fuchs, L. S., McMaster, K. N., & Al Otaiba, S. (2003). Identifying children at risk for reading failure: Curriculum-based measurement and the dual-discrepancy approach. In H. L. Swanson, K. R. Harris & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 431-449). New York, NY: Guilford Press.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 22-40.
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction‹Reports of the Subgroups. Rockville, MD: National Institutes of Child Health and Human Development (NIH Pub. No. 004754).
Pressley, M. (1998). Reading Instruction that Works: The Case for Balanced Teaching. New York, NY: The Guilford Press.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282.
Shaywitz, S. E. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York, NY: Alfred A. Knopf, Inc.
Swanson, H.L. (1999). Reading research for students with learning disabilities: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504-532.
Swanson, H.L., Hoskyn, M., & Lee, C. (1999). Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes. New York, NY: The Guilford Press.
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K.S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997a). Approaches to the prevention and remediation of phonologically-based reading disabilities. In B.A. Blachman (Ed.), Foundations of reading acquisition and dyslexia. (pp.287-304). Mahwah, NJ: Lawrence Erlbaum Associates.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997b). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.
Torgesen, J., Wagner, R., Rashotte, C., Lindamood, P., Rose, E., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91(4), 579-593.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601-638.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry & Allied Disciplines, 45(1), 2-40.
Wharton-McDonald, R., Pressley, M., & Hampston, J.M. (1998) Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99(2), 101-128.
Intervention Programs Developed for the NICHD Atlanta, Boston, and Toronto Research Classrooms: PHAST and RAVE-O
Lovett, M.W., Lacerenza, L., & Borden, S.L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33(5), 458-476.
Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention progam. Journal of Learning Disabilities, 33(4), 375-386.