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| Name: |
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Maryanne Wolf |
| Title: |
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Director, Center for Reading and Language Research
Professor of Child Development
John DiBiaggio, Professor of Citizenship and Public Service
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| Departmental Affiliation: |
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Child Development Department
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| Degrees: |
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Ed.D. Harvard University; M.A. Northwestern University; B.A. St. Mary's College / Notre Dame |
| Expertise: |
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Dyslexia
Cognitive Neurosciences
Developmental Psycholinguistics
Reading Development and Intervention
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| Major Awards: |
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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 |
| E-mail: |
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maryanne.wolf@tufts.edu
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| Other websites: |
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http://ase.tufts.edu/crlr
http://ase.tufts.edu/crlr/staff/maryanne.html
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| Scholarship & Research: |
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Click here to download Maryanne Wolf's CV.
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. Bowers).
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: Timonium, MD.
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 22(1) 373-406.
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: Timonium, MD.
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
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