Professor, Eliot-Pearson Dept. of Child Development
Director, Center for Reading and Language Research
John DiBiaggio, Professor of Citizenship and Public Service
Ed.D. Harvard University
M.A. Northwestern University
B.A. St. Mary's College/Notre Dame
Reading Development and Intervention
National Teaching Award for Four Year Universities from American
Psychological Association, Distinguished Teacher of the Year Award,
Massachusetts Psychological Association, Fulbright Fellowship, Alumnae
Achievement Award, Norman Geschwind Lecture Prize from International
Dyslexia Association, Distinguished Scholarship Award from Tufts University,
NICHD Shannon Award for Innovative Research, Executive Editor in U.S. for
Dyslexia, Director, Tufts-Malden model literacy centers and summer programs
for at-risk readers., Director of NICHD Center for Reading and Language Research
(with co-center cities in Toronto and Atlanta) with intervention and Tufts Literacy
Corps projects in Medford, Somerville, Dorchester, and Malden.
Wolf, M. & Bowers, P. (2000). The question of naming-speed deficits in
developmental reading disability: An introduction to the Double-Deficit
Hypothesis. Journal of Learning Disabilities, 33, p. 322-324. (Special
Issue on the Double-Deficit Hypothesis; Special Issue Editors: M. Wolf & P.
Wolf, M., Bowers, P., & Biddle, K. (2000). Naming-speed processes, timing, and
reading: A conceptual review. Journal of Learning Disabilities, 33, p.
387-407. (Special Issue on the Double- Deficit Hypothesis; Special Issue
Editors: M. Wolf & P. Bowers).
Wolf, M., Miller, L., & Donnelly, K. (2000). RAVE-O: A comprehensive
fluency-based reading intervention program. Journal of Learning Disabilities,
33, p. 375-386. (Special Issue on the Double-Deficit Hypothesis: Special
Issue Editors: M. Wolf & P. Bowers).
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. (Special Issue on Fluency Editors: E.
Kameenui & D. Simmons).
Wolf, M., Goldberg, A., Cirino, P., Gidney, C., Morris, R., & Lovett, M. (2002).
The unique and combined contribution of naming speed and phonological processes
in reading disability: A Test of the Double-Deficit Hypothesis. Reading and
Writing (Special Issue on Timing in Dyslexia; Special Issue Editors: Z.
Breznitz & D. Share).
Wolf, M. & O'Brien, B. (2002). On issues of time, fluency, and intervention. In
A. Fawcett and R. Nicolson (Eds.), Dyslexia: Theory and Best Practice.
Deeney, T., Wolf, M., & Goldberg, A. (2001). "I like to take my own sweet time":
Case Study of a child with naming-speed deficits and reading disabilities.
Exceptional Child (Special Issue on Case Studies in Dyslexia; Special Issue
Editor: R. Felton).
Wolf, M., & Bowers, P. (1999). The "Double-Deficit Hypothesis" for the
developmental dyslexias. Journal of Educational Psychology, 91, 1-24.
Wolf, M., Goldberg O’Rourke, A., Gidney, C., Lovett, M., 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. Kluwer Academic Publishers: Netherlands. R*
Misra, M., Katzir, T., Wolf, M. & Poldrack, P. (in press). Neural systems
underlying Rapid Automatized Naming (RAN) in skilled readers: An fMRI
investigation. Brain and Language. R
Cirino, P., Rashid, F., Sevcik, R., Lovett, M., Frijters, J., Wolf, M., &
Morris, R. (2002). Psychometric stability of nationally normed and experimental
decoding and related measures in children with reading disability. Journal of
Learning Disabilities. R
Coch, D., Misra, M., Wolf, M., Holcomb, P. (2002). Word and Picture Processing
in Children: An Event Related Potential Study. Developmental Neuropsychology
Wolf, M., O’Brien, B., Donnelly Adams, K., Joffe, T., Jeffery, J., Lovett, M., &
Morris, R. (2002). “Working for time”: Reflections on naming speed, reading
fluency, and intervention. In B. Foorman (Ed.). Reading Intervention. York:
Wolf, M. (2002). Response to clinical judgments in identifying and teaching
children with language-based reading difficulties. In Renee Bradley, Louis
Danielson, Daniel P. Hallahan (Eds.) Identification of learning disabilities:
Research to practice. Lawrence Erlbaum Associates: Mahwah, New Jersey.
Morris, R., Krawiecki, N., Wolf, M. (2002). Naming abilities in children with
brain tumors. In D. Molfese (Ed.)*
Wolf, M. & Kennedy, R. (in press). How the origins of written language instruct
us to teach: A response to Steven Strauss. Educational Researcher. R
Gidney, C., & Wolf, M. (2002). Learning to write and read. In Proactive
Parenting by Faculty of Tufts University’s Eliot-Pearson Department of Child
Development. Berkeley (Division of Penguin): New York.
Donnelly Adams, K., Joffe BenAryeh, T., & Wolf, M. (in press). RAVE-O: Bringing
fluency intervention to the classroom. Dyslexia Contact. Journal of British
Dyslexia Association. R