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Learning Disabilities Research Program Publications (selected)

Frijters, J. C., Lovett, M. W., Sevcik, R. A., & Morris, R. D. (in press). Four methods of identifying responders to a multiple component reading intervention for struggling middle school readers. Reading and Writing.

Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R. (2011). Neurocognitive predictors of reading outcomes for children with reading disabilities.  Journal of Learning Disabilities, 44(2), 150-166.

Katzir, T., Kim, Y., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M.W., & Morris, R.D. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56(1), 51-82.

Katzir, T., Kim, Y.-S., Wolf, M., Morris, R.D., & Lovett, M.W. (2008). 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, 41(1), 47-66.

Lovett, M. W., Barron, R. W., & Frijters, J. C. (2013). 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.

Lovett, M. W., Barron, R. W., & Frijters, J. C. (2013). 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.

Lovett, M.W. & Barron, R.W. (2003). 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.

Lovett, M.W. & Barron, R.W. (2003). 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.

Lovett, M.W., Barron, R.W., & Benson, N.J. (2003). 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.

Lovett, M.W., De Palma, M., Frijters, J.C., Steinbach, K.A., Temple, M., Benson, N.J., & Lacerenza, L. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41(4), 333-352.

Lovett, M.W., Lacerenza, L., & Borden, S.B. (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.

Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Steinbach, K.A., & De Palma, M. (2000). Components of effective remediation for developmental reading disability: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.

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

Lovett, M.W., Lacerenza, L., De Palma, M., Steinbach, K.A., & Frijters, J.C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 24(4), 1083-1097.

Lovett, M.W., Lacerenza, L., Murphy, D., Steinbach, K.A., De Palma, M., & Frijters, J.C. (2005). 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.

Lovett, M.W., Steinbach, K.A, & Frijters, J.C. (2000). Remediating the core deficits of developmental reading disability: A double deficit perspective. Journal of Learning Disabilities, 33(4), 334-358.

Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. A., Steinbach, K. A., Frijters, J. C., & Shapiro, M. (2012). Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome. Journal of Learning Disabilities, 45(2), 99-127. 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

Pae, H.K., Wise, J.C., Cirino, P.T., Sevcik, RA., Lovett, M.W., Wolf, M., & Morris, R.D. (2005). The Woodcock Reading Mastery Test: Impact of normative changes. Assessment, 12(3), 347-357.

Wise, J. C., Pae, H. K., Wolfe, C. B., Sevcik, R. A., Morris, R. D., Lovett, M. W., et al. (2008). 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, 23(3), 125-136.

Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., & Wolf, M. (2007). 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, 50, 1093-1109.

Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., Wolf, M., Kuhn, M.R., Meisinger, B., & Schwanenflugel, P.J. (2010). 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, 40, 340-348.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M.W., & Morris, R.D. (2009). The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 3, 84-93.

Wolf, M., Goldberg, A., Gidney, C., Lovett, M.W., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming speed deficits in developmental dyslexia. Reading and Writing, 15, 43-72.