Carol McDonald Connor - Advances in Reading Intervention: Research to Practice to Research

The Extraordinary Brain Series, XIV

edited by

Carol McDonald Connor, Ph.D.,
Arizona State University
Tempe

and

Peggy McCardle, Ph.D., M.P.H.
Peggy McCardle Consulting, LLC
Seminole, Florida

Baltimore London Sydney

Paul H. Brookes Publishing Co.

Post Office Box 10624

Baltimore, Maryland 212850624

www.brookespublishing.com

Copyright 2015 by Paul H. Brookes Publishing Co., Inc.

All rights reserved.

Paul H. Brookes Publishing Co. is a registered trademark of Paul H. Brookes Publishing Co., Inc.

Library of Congress Cataloging-in-Publication Data

The Library of Congress has cataloged the printed edition as follows:

Connor, Carol McDonald.

Advances in reading intervention : research to practice to research / Carol McDonald Connor, Peggy McCardle.

pagescm.(Extraordinary brain)

Summary: This latest volume in the Extraordinary Brain series represents a joint effort between researchers and practitioners to shape the future of early reading intervention by taking stock of the present and making recommendations for the futureProvided by publisher.

ISBN 9781-598579680 (paperback) ISBN 9781-681250427 (ebook) ISBN 9781681250380 (kindle)

1. ReadingRemedial teachingResearch.I. McCardle, Peggy D.II. Title.

British Library Cataloguing in Publication data are available from the British Library.

Version 1.0

Carol McDonald Connor, Ph.D., Senior Learning Scientist, Learning Sciences Institute, P.O. Box 872111, Arizona State University, Tempe, Arizona 85278

Carol McDonald Connor is a professor of psychology at Arizona State University and a distinguished research associate at the Florida Center for Reading Research. Her research focuses on examining the links between young childrens language and their literacy development with the goal of illuminating reasons for the perplexing difficulties that children who are atypical and diverse learners have with developing basic and advanced literacy skills. Most recently, her research interests have focused on childrens learning in the classroomfrom preschool through fifth gradeand developing technology and interventions to improve teacher efficacy and students reading outcomes. Awarded the Presidential Early Career Award for Scientists and Engineers (2008), the Society for Research in Child Development, Early Career Award (2009), and the Richard Snow Award (American Psychological Association, 2008), she is the principal investigator for studies funded by the U.S. Department of Education, Institute for Education Sciences, and the National Institute of Child Health and Human Development. She is also editor of the Journal for Research in Educational Effectiveness (Impact Factor 3.15) and associate editor for Child Development (Impact Factor 4.1).

Peggy McCardle, Ph.D., M.P.H., Owner, Peggy McCardle Consulting, LLC, 14465 86th Avenue, Seminole, Florida 33776

Peggy McCardle is a private consultant and an affiliated research scientist at Haskins Laboratories. She is the former chief of the Child Development and Behavior Branch of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health, where she also directed the Language, Bilingualism, and Biliteracy Research Program and developed various literacy initiatives. Dr. McCardle is a linguist, a former speech-language pathologist, and, in her remote past, a classroom teacher. The recipient of various awards for her work in federal government, including a 2013 NICHD Mentor Award, she also was selected in 2013 to receive the Einstein Award from The Dyslexia Foundation. Her publications address various aspects of public health and developmental psycholinguistics (e.g., language development, bilingualism, reading, learning disabilities). Dr. McCardle has taught scientific and technical writing and has extensive experience developing and coediting volumes and thematic journal issues.

Katherine Aboud, M.F.A., Doctoral Candidate, Education and Brain Sciences Research Lab, Vanderbilt University, PMB 228, 230 Appleton Place, Nashville, Tennessee 37203

Katherine Aboud is a Ph.D. student in the educational neuroscience program at Vanderbilt University. She received her B.S. in mathematics and English at Virginia Tech University and her M.F.A. in poetry at George Mason University. Her current research focus is on the functional neural correlates of reading comprehension and their relationship with executive functions using magnetic resonance imaging (MRI).

Rui A. Alves, Ph.D., Assistant Professor, Universidade do Porto, Rua Alfredo Allen, 4200135 Porto, Portugal

Rui A. Alves is an assistant professor of psychology at the University of Porto, where he lectures on writing, learning disabilities, and neuropsychology. His main research interests are writing and literacy development. His research group studies early text production and develops writing interventions. Since 2011, he has been the coordinator of the Special Interest Group on Writing of the European Association for Research on Learning and Instruction. He is also deeply engaged in editorial work and is an associate editor of the journal Reading & Writing: An Interdisciplinary Journal. Currently, he is also chairing the COST Action IS1401, which is establishing the European Literacy Network.

Stephen Kent Bailey, B.S., B.A., Doctoral Candidate, Educational Neuroscience, Education and Brain Sciences Research Lab, Vanderbilt University, PMB 328, 230 Appleton Place, Nashville, Tennessee, 37203

Stephen Bailey received a B.S. in chemistry and a B.A. in philosophy in 2011 from Samford University in Birmingham, Alabama. He is currently working toward a Ph.D. in educational neuroscience from the Peabody College of Education and Human Development at Vanderbilt University, advised by Laurie E. Cutting. His research interests include the investigation of neurocorrelates of reading ability using MRI techniques.

Laura A. Barquero, M.S., Doctoral Candidate, Special Education, Education and Brain Sciences Research Lab, Vanderbilt University, PMB 228, 230 Appleton Place, Nashville, Tennessee 37203

Laura Barquero is a doctoral candidate in special education at the Peabody College of Education and Human Development at Vanderbilt University. Her current research explores using functional MRI to explore responsiveness to reading intervention for children with reading difficulties.