Meet the Team
Maryanne Wolf, Ph.D.
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.
Wolf, M. (in preparation) The changing reading brain of the 21st century: The
importance of knowing what we do not know for the future of how we think. In B.
Stiegler (Ed.) (title to be announced). Institut de recherche et d'innovation.
Wolf, M. (2013). Memory's wraith. American Interest.
Pierce, M., Wechsler-Zimring, A., Noam, G., Wolf, M., & Katzir, T. (2013)
Behavioral problems and reading difficulties among language minority and
monolingual urban elementary school students. Reading Psychology.
Norton, E. S. & Wolf, M. (2012). Rapid Automatized Naming (RAN) and reading
fluency: Implications for understanding and treatment of reading disabilities.
Annual Review of Psychology. 63. DOI:10.1146/annurev psy120710-100431.
Wolf, M. & Gottwald, S. (2012). The unfolding legacy of Carol Chomsky: How
insights into child language changed the development of written language.
Chapter in N. Chomsky and M. Piatelli-Palmerini (Eds.),Festschrift for Carol
Chomsky. Cambridge, England: Cambridge University Press.
Wolf, M. (2012). How the brain adapted itself to read: The first writing
systems. In S. Blum (Ed.),Making sense of language. 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).
Kovelman, I., Norton, E., Gaab, N., Christodoulou, I., Lieberman, D.,
Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. (2012).
Brain basis of phonological awareness for auditory language in children and its
dysfunction in dyslexia. Cerebral Cortex. first published online June 21,
Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2012). Links
between early rhythm skills, musical training, and phonological awareness.
Reading and Writing.
Morris, R., Lovett, M., Wolf, M. et al. (2012). Multi-component approaches to
reading intervention. Journal of Learning Disabilities. 45 (2),
Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris,
R.D.(2011). Neurocognitive predictors of reading outcomes for children with
reading disabilities. Journal of Learning Disabilities.
O'Brien, B.A., Miller, L., Wolf, M., Morris, R., Lovett, M. (2011). Orthographic
processing efficiency in developmental dyslexia: An investigation of age and
treatment factors at the sublexical level. Annals of Dyslexia.
Morris, R.D., Lovett, M.W., Wolf, M., Sevcik, R.A., Steinbach, K.A., Frijters,
J.C., & Shapiro, M. (2011). Multiple-component remediation for developmental
reading disabilities: IQ, SES, and Race as factors on remedial outcome.
Journal of Learning Disabilities. Volume XX(X), May 5, 2010, pp 1-29.
Wolf, M. (2010) The RAVE-O Program. Longview, CO: Cambium/ Sopris
Wolf, M. (2010). We are the product of how we read. The Observer: The New
Pierce, M., Katzir, T., Wolf, M., Noam, G. (2010). Examining the construct of
reading among dysfluent urban children: A factor analysis approach. Journal
of Literacy Research,42, pp 124-158.
Wolf, M. (2010). Our 'deep reading' brain: Its digital evolution poses
questions. Nieman Reports, Summer.
Wolf, M. (2010). Cassandra's thoughts about reading and time. Perspectives on
Language and Literacy, 39-40.
Wolf, M. & Gottwald,
S. (2010). How what we know about language effects what and how we read.
English Career, Global Education Association in Taiwan, June, 26-33.
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.
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.