Meet the Team
John DiBaggio Professor of Citizenship and Public Service
Director, Center for Reading and Language Research
Maryanne Wolf received her doctorate from Harvard University in the Department
of Human Development and Psychology in the Graduate School of Education, where
she began her work on the neurological underpinnings of reading, language, and
dyslexia. Professor Wolf was awarded the Distinguished Professor of the Year
Award from the Massachusetts Psychological Association, and also the Teaching
Excellence Award from the American Psychological Association.
She was a Fulbright Fellow in Germany where she conducted research on dyslexia
in German-speaking children. Her current research in collaboration with Dr. Pat
Bowers concerns a new conceptualization of developmental dyslexia, the
Double-Deficit Hypothesis. This work was the subject of a recent special issue
of the Journal of Learning Disabilities. Along with colleagues Dr. Robin Morris
and Dr. Maureen Lovett, Professor Wolf has been awarded a NICHD Shannon Award
for Innovative Research and several multiyear NICHD grants to investigate new
approaches to reading intervention.
She is the author of the RAVE-O Intervention Program, an evidence-based fluency
comprehension program for struggling readers that has proven successful in two
major federal studies.
She received the Norman Geschwind Lecture Award from the International Dyslexia
Association for neuroscience research in dyslexia. She has edited the book,
Dyslexia, Fluency, and the Brain and is the author of Proust and the Squid: The
story and science of the reading brain.
- Morris, R., Lovett, M., Wolf, W. et al. (2010). Multi-component approaches
to reading intervention. Journal of Learning Disabilities HD 30970-05
- Wolf, M. & Barzillai, M. (2009) The importance of deep reading. Educational
Leadership. Special Issue on Literacy 2.0. 66, 6. p. 32-35
- Wof, 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. (2008). A triptych of the reading brain: Evolution, development,
pathology, and its intervention. Chapter in Antonio Damasio, Kurt Fischer,
and Pierre Lena, (Eds). The educated brain. Cambridge, UK: Cambridge
- Katzir, T., Kim, Y-S., Wolf, M., Morris, R., & Lovett, M. (2007). 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. HD 30970-05
- Wolf, M. (2007). Proust and the squid: The story and science of the reading
brain. NY: HarperCollins. Also appears as: Wolf, M. (2008). Proust and the
squid: The story and science of the reading brain. London: Icon Books. 11
translations and Audio version
- Katzir, T., Kim, Y-S, Wolf, M., Kennedy, B., Lovett, M. & Morris, R. (2006).
The relationship of spelling recognition, RAN, and phonological awareness to
reading skills in older poor readers and younger reading-matched controls.
Reading and Writing, 19, 845-872. HD 30970-05
- Wise, J., Sevcik, R., Morris, R., Lovett, M., & Wolf, M. (2006). The growth
of phonological awareness: Response to reading intervention by children with
reading disabilities who exhibit typical or below average language skills.
Scientific Studies of Reading, 11(2), 151-164. HD 30970-05
- Katzir, T., Wolf, M., O’Brien, Kennedy, B., Lovett, M., & Morris, R. (2006).
Reading fluency: The whole is more than the parts. Annals of Dyslexia,
- Donnelly Adams, K., Joffe BenAryeh, T., & Wolf, M. (2004). RAVE-O: Bringing
fluency intervention to the classroom. Dyslexia Contact. Journal of
British Dyslexia Association.
- Misra, M., Katzir, T., Wolf, M. & Poldrack, P. (2004). Neural systems
underlying Rapid Automatized Naming (RAN) in skilled readers: Unraveling the
puzzle of RAN-reading relationships. Scientific Studies of Reading. Special
Issue on Neuroanatomy of Reading, 8, 241-256.
- Wolf, M. (Ed.) (2001). Dyslexia, Fluency, and the Brain. York Press:
- Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention.
Scientific Studies of Reading, 5, 211-238. (Special Issue on Fluency.
Editors: E. Kameenui & D. Simmons).
- Wolf, M., Bowers, P., & Biddle, K. (2000). Naming-speed processes, timing,
and reading: A conceptual review. Journal of Learning Disabilities, 33,
387-407. (Special Issue on the Double-Deficit Hypothesis; Editors: M. Wolf &
- Wolf, M., & Bowers, P. (1999). The "Double-Deficit Hypothesis" for the
developmental dyslexias. Journal of Educational Psychology, 91, 1-24.