Research Publications by Members of the Haskins Global Literacy Hub
Brice, H., Frost, S., Bicka, A.S., Molfese, P.J., Rueckl, J., Pugh, K.R., & Frost, R. (2021). Tracking second language immersion across time: Evidence from a bi-directional longitudinal cross-linguistic fMRI study. Neuropsychologia, 154, 107796. doi: 10.1016/j.neuropsychologia.2021.107796
Edwards, A.A., Steacy, L.M., Seigelman, N., Rigobon, V.M., Kearns, D.M., Rueckl, J.G., & Compton, D.L. (2021). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance. Journal of Educational Psychology. doi: 10.1037/edu0000696
Hossain, B., Chen, Y., Bent, S., Parenteau, C., Widjaja, F., Haft, S.L., Hoeft, F., & Hendren, R.L. (2022). The role of grit and resilience in children with reading disorder: A longitudinal cohort study. Annals of Dyslexia, 72, 1–27. doi: 10.1007/s11881-021-00238-w
Jangrawa, D.C., Landi, N., Sun, H., Hoeft, F., Chen, G., Pugh, K. R., & Molfese, P.J. (2023). Inter-subject correlation during long narratives reveals widespread neural correlates of reading ability. NeuroImage. doi: 10.1016/j.neuroimage.2023.120390
Jasińska, K.K., Shuai, L., Lau, A.N.L., Frost, S., Landi, N., & Pugh, K.R. (2021). Functional connectivity in the developing language network in 4-year-old children predicts future reading ability. Developmental Science, 24(2), e13041. doi: 10.1111/desc.13041
Kearns, D.M. & Cooper Borkenhagen, M.J. (2024). Following the rules in an unruly writing system: The cognitive science of learning to read English. The Reading Teacher, 77, 712–726. doi: 10.1002/trtr.2299
Kearns, D.M., Lyon, C.P., & Pollack, M.P. (2021). Teaching world and word knowledge to access content-Aaea texts in co-taught classrooms. Intervention in School and Clinic, 56(4), 208–216.
Kearns, D.M., Walker, M.A., Borges, J., & Duffy, M. (2024). Can reading practitioners and researchers improve intensive reading support systems in a large urban school system? Journal of Research in Reading, 45(3), 488–516. doi: 10.1111/1467-9817.12406
Koyama, M.S., Molfese, P.J., Milham, M.P., Mencl, W.E., & Pugh, K.R. (2020). Thalamus is a common locus of reading, arithmetic, and IQ: Analysis of local intrinsic functional properties. Brain and Language, 209, 104835. doi: 10.1016/j.bandl.2020.104835
Landi, N., Kleinman, D., Agrawal, V., Ashton, G., Coyne‐Green, A., Roberts, P., Blair, N., Russell, J., Stutzman, A., Scorrano, D., Frazier, N., Pugh, K.R., & Hoeft, F. (2022). Researcher–practitioner partnerships and in‐school laboratories facilitate translational research in reading. Journal of Research in Reading, 45(3), 367–384. doi: 10.1111/1467-9817.12406
Lasnick, O.H.M. & Hoeft, F. (2024). Sensory temporal sampling in time: An integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia. Frontiers in Human Neuroscience, 17, 1294941. doi: 10.3389/fnhum.2023.1294941
Lovett, M.W., Frijters, J.C., Steinbach, K.A., Sevcik, R.A., & Morris, R.D. (2021). Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes. Journal of Educational Psychology, 113(4), 656–689. doi: 10.1037/edu0000639
Lovett, M.W., Frijters, J.C., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R.D. (2017). Early intervention for children at risk for reading disability: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109, 889–914. doi: 10.1037/edu0000639
Lyytinen, H.J., Semrud-Clikeman, M., Li, H., Pugh, K.R., & Richardson, U. (2021). Supporting acquisition of spelling skills in different orthographies using an empirically validated digital learning environment. Frontiers in Psychology, 12, 566220. doi: 10.3389/fpsyg.2021.566220
Malins, J.G., Landi, N., Ryherd, K., Frijters, J.C., Magnuson, S., Rueckl, J., Pugh, K.R., Sevcik, R., & Morris, R. (2021). Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Developmental Science, 24, e13023. doi: 10.1111/desc.13023
Panda, E.J., Woehrle, T., Frijters, J.C., Moules, R., Zolis, S., Edwards, E., Steinbach, K.A., De Palma, M., & Lovett, M.W. (2024). Empowering school boards to implement research-based reading remediation in their schools delivers long-lasting improvements to students’ reading trajectories. Journal of Learning Disabilities, in press.
Perdue, M.V., Mahaffy, K., Vlahcevic, K., Wolfman, E., Erbeli, F., Richlan, F., & Landi, N. (2022). Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention. Neuroscience & Biobehavioral Reviews, 132, 465–494. doi: 10.1016/j.neubiorev.2021.11.011
Seidenberg, M.S., Cooper Borkenhagen, M., & Kearns, D.M. (2020). Lost in translation? Challenges in connecting reading science and educational practice. Reading Research Quarterly, 55(S1), S119–S130. doi: 10.1002/rrq.341
Siegelman, N., Rueckl, J.G., van den Bunt, M., Frijters, J.C., Lovett, M.W., Seidenberg, M.S., Pugh, K.R., & Morris, R.D. (2022). How you read affects what you gain: Individual differences in the functional organization of the reading system predict response to intervention in children with reading disabilities. Journal of Educational Psychology, 114(4), 855–869. doi: 10.1037/edu0000672
Steacy, L.M., Edwards, A.A., Rigobon, V.M., Gutierrez, N., Marencin, N.C., Siegelman, N., Himelhoch, A., Himelhoch, C., Rueckl, J., & Compton, D.L. (2023). Set for variability as a critical predictor of word reading: Potential implications for early identification and treatment of dyslexia. Reading Research Quarterly, 58(2), 254–267. doi: 10.1002/rrq.475
Stein, B., Hoeft, F., & Richter, C.G. (2024). Stress, resilience, and emotional well-being in children and adolescents with specific learning disabilities. Current Opinion in Behavioral Sciences, 58, 101410. doi: 10.1016/j.cobeha.2024.101410
Washington, J.A., & Seidenberg, M.S. (2021). Teaching reading to African American children: When home and school language differ. American Educator, Summer 2021, 26–40.