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Learning Disabilities Research Program

Publications

Recent publications from the Learning Disabilities Research Program at The Hospital for Sick Children

Tran C, Wigg KG, Zhang K, Cate-Carter TD, Kerr E, Field LL, Kaplan BJ, Lovett MW, Barr CL. A family-based association analysis of the reading disabilities candidate gene ROBO1. Genes Brain and Behavior 2014 Apr;13(4):430-8. doi: 10.1111/gbb.12126

Lovett MW, Lacerenza L, Steinbach KA, De Palma M.  EmpowerTM Reading:  Development and roll-out of a research-based intervention program for children and adolescents with reading disabilities. Perspectives on Language and Literacy 01/2014; 40:21-31. Baltimore, MD: International Dyslexia Association.

Lovett, M.W., Barron, R.W., & Frijters, J.C. Word identification difficulties in children and adolescents with reading disabilities:  Intervention research findings. In H. L. Swanson, K. Harris & S. Graham (Eds.), Handbook of Learning Disabilities (2 ed., pp. 329-360). New York, NY: Guilford Press, 2013.

Frijters JC, Lovett MW, Sevcik RA, Morris RD. Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers. Reading and Writing:  An Interdisciplinary Journal, 2013, 26, 539-563. doi: 10.1007/s11145-012-9418-z

Tran C, Gagnon F, Wigg KG, Feng Y, Gomez L, Cate-Carter TD, Kerr EN, Field LL, Kaplan BJ, Lovett MW, Barr CL. A family-based association analysis and meta-analysis of the reading disabilities candidate gene DYX1C1. American Journal of Medical Genetics (Neuropsychiatric Genetics), 2013, 162(2), 146-156. doi: 10.1002/ajmg.b.32123

Lovett MW, Lacerenza L, De Palma M, Frijters JC. Evaluating the efficacy of remediation for struggling readers in high school. Journal of Learning Disabilities, 2012, 45(2), 151-169. doi: 10.1177/0022219410371678

Morris RD, Lovett MW, Wolf MA, Sevcik RA, Steinbach KA, Frijters JC, Shapiro M. Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome. Journal of Learning Disabilities, 2012, 45(2), 99-127. doi: 10.1177/0022219409355472

O'Brien B, Wolf M, Miller L, Lovett MW, Morris RD. Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level. Annals of Dyslexia, 2011, 1-25. doi: 10.1007/s11881-010-0050-9

Frijters JC, Lovett MW, Steinbach KA, Wolf M, Sevcik RA, Morris R. Neurocognitive predictors of reading outcomes for children with reading disabilities. Journal of Learning Disabilities, 2011, 44(2), 150-166.

Lovett MW, Steinbach KA, De Palma M, Temple M. Teaching struggling readers foundational reading skills. Better: Evidence-Based Education, University of York and Johns Hopkins University, 2011.

Lovett MW, Steinbach KA, Goudey J. The importance of multiple-component remediation for children and adolescents with reading disabilities.  HelpLetter:  Emerging Trends in Autism, Learning Disabilities and ADHD (p.3). Los Angeles, CA: The Help Group, UCLA, 2011.

Wise JC, Sevcik RA, Morris RD, Lovett MW, Wolf M, Kuhn MR, Meisinger B, Schwanenflugel PJ. 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 MW, Morris RD. The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 2009, 3, 84-93.

Wise JC, Pae HK, Wolfe CB, Sevcik RA, Morris RD, Lovett MW. 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 MW, De Palma M, Frijters JC, Steinbach KA, Temple M, Benson NJ, 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 MW, Lacerenza L, De Palma M, Steinbach KA, Frijters JC. 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 RD, Lovett MW. 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 JC, Sevcik RA, Morris RD, Lovett MW, 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 MW, Morris RD. Reading fluency: the whole is more than the parts. Annals of Dyslexia, 2006, 56(1), 51-82.

Pae HK, Wise JC, Cirino PT, Sevcik RA, Lovett MW, Wolf M, Morris RD. The Woodcock Reading Mastery Test: Impact of normative changes. Assessment, 2005, 12(3), 347-357.

Lovett MW, Lacerenza L, Murphy D, Steinbach KA, De Palma M, Frijters JC. 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 MW, Barron RW, Benson NJ. 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 MW, Barron RW. 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 MW, Barron RW. 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.

Wolf M, Goldberg A, Gidney C, Lovett MW, 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 MW, Lacerenza L, Borden SB. 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 MW, Steinbach KA, Frijters JC. Remediating the core deficits of developmental reading disability: a double deficit perspective. Journal of Learning Disabilities, 2000, 33(4), 334-358.

Lovett MW, Lacerenza L, Borden SL, Frijters JC, Steinbach KA, 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.