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Meet the Team
Stephanie Gottwald, Ph.D.
Stephanie is the Assistant Director of the Center for Reading and Language Research at Tufts University. She is the author or coauthor of articles on reading intervention and reading impairments and the upcoming book What Does it Mean to be a Reader? She is a linguist specializing in the interaction between the acquisition of spoken and written languages, she received her doctorate in literacy and language development from Tufts University and was the recipient of a Fulbright Scholarship to Germany. Stephanie is a member of the Global Literacy Project, which seeks to develop a global, open platform solution to support child-driven learning across multiple domains of knowledge, and teaches university coursework on reading, dyslexia, and the brain and the use of technology in literacy instruction.
Powers, N.R., Eicher, J.D., Bosson-Heenan2, J., Miller, L.L., Kong, Y., Smith, S.D., Pennington, B.F., Olson, R.K., Boada,R., Frijters, J.C., Gottwald, S., Hill, D., Jacobson, L.A., Lovett, M., Mahone, E.M., Willcutt, E., Wolf, M., Ring, S.M., Gruen, J.R. (submitted) The Polymorphic Transcriptional Regulatory Element READ1 Epistatically Influences Reading and Language, with both Deleterious and Protective Alleles
Wolf, M. & Gottwald, S. (To appear, 2016) What It Means to Read: A Literacy Agenda for the Digital Age. Oxford University Press. In Series, Literary Agenda, Editor: Phillip Davis.
Wolf, M., Gottwald,S., Galyean, T., & Morris, R. (2014). The reading brain, global literacy: Implications for the socially excluded peoples of the world. In J. Sachs (Ed.), Proceedings from the Socially Excluded Peoples Meeting, Pontifical Academy of Social Sciences. Rome: Vatican Academy of Social Sciences
Wolf, M. , Gottwald, S., Galyean, T., Morris, R., & Breazeal, C. (2013). How an understanding of the brain can contribute to the eradication of poverty in the 21st century. In A. Battro (Ed.) Proceedings for the Bread and Brain meeting of the Pontifical Academy of Sciences. Rome: Vatican Academy of Sciences.
Gottwald, S. (2013) Findings from the Dyslexic Brain: Implications for Identification and Instruction. SAALED Newletter. Re-published in South African Education.
Gottwald S. & Wolf, M. (2013) The Unfolding Legacy of Carol Chomsky: How Insights into Child Language Changed the development of Written Language. In Piattelli-Palmarini, M & Berwick, R. (Eds.), Rich Languages from Poor Inputs. Oxford, England: Oxford University Press.
Wolf, M., Ullman-Shade, C., Gottwald, S. (2012) The Emerging, Evolving Reading Brain in a Digital Culture: Implications for New Readers, Children with Reading Difficulties, and Children without Schools. Journal of Cognitive Education and Psychology. 11(3), 230-240.
Wolf, M. & Gottwald S. (2010) How What We Know about Language Effects What and How We Read. English Career. 33, 26-33
Wolf, M., Gottwald, S., & Orkin, M., (2009) Serious Word Play: How Multiple Linguistic Emphases in RAVE-O Instruction Improve Multiple Reading Skills. Perspectives,35(4), 21-24
Wolf, M. Barzillai, M., Gottwald S., Miller, L., Spencer, K., Norton E., Lovett, M., & Morris, R., (2009) The RAVE-O Intervention: Connecting Neuroscience to the Classroom. Mind, Brain, and Education, 3(2), 84-93
Wolf, M., Gottwald, S., Galante, W., Norton, E., & Miller, L. (2009). How the origins of reading inform reading instruction. In P. McCardle & K. Pugh. (Eds.), How children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice. New York: Psychology Press.
Wolf, M., O'Brien, B., Gottwald, S., & Christodoulou, J. (2006) Letters, neurons, and Pascal: A triptych of the reading brain's evolution, development, pathology, and intervention. In K. Fischer & A. Battro (Eds.), Mind, Brain and Education in Learning Disorders. Cambridge, UK: Cambridge University Press.
Gottwald, S. (2002) Websites for second language research. Second Language Research; 18 (1).
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