Maryanne Wolf

The Formation of the CRLR:
The Center for Reading and Language Research came into being as the result of a large, three-city reading intervention grant from the National Institute for Child Health and Human Development (NICHD) to my colleagues, Dr. Robin Morris (Atlanta), Dr. Maureen Lovett (Toronto), and myself. Together we are investigating the efficacy of state-of-the-art reading intervention treatments with different groups of reading-disabled children. Although reading interention research is at the heart of our work, the Center has evolved to encompass an extensive range of theoretical and applied projects. Theoretical projects will be discussed below. The applied community projects include an undergraduate tutoring program, Tufts Literacy Corps (directed by Dr. Cynthia Krug) for children in Medford and Somerville schools; a Summer Literacy Program for at-risk readers in Malden; an after-school program for Malden; and an emerging literacy center for the Malden school system.

Current Appointments:
Associate Professor of Child Development, Eliot-Pearson Department of Child Development, Tufts University
Director, Center for Reading and Language Research, Tufts University
Research Scientist, Harvard Medical School, Department of Psychiatry, McLean Hospital

Education
1974-1979 Harvard University Doctor of Education, Department of Human
Development and Psychology. Concentration: Language, Reading
and the Brain: Development and Disorders
1970 Northwestern University
Master of Arts in English Literature
1969 St. Mary’s College/Notre Dame, Indiana
B.A. in English literature, Madeleva Scholar

Professional Experience
1996-present Director, Center for Reading and Language Research
Tufts University
1999-Present Professor of Child Development
Eliot-Pearson Department of Child Development, Tufts University
Department courses: Introduction to Child Development; Advanced Seminar: Reading, Dyslexia, and the Brain; Applied Aspects of Physiological Development.
1987-1998 Associate Professor of Child Development
1992-present Research Scientist
Harvard Medical School
Department of Psychiatry, McLean Hospital
Fellow, Mind, Brain, and Education Board
1980-1986 Assistant Professor of Child Study
Tufts University
1980-1981 Director
Harvard Institute of Reading, Language and Learning Disorders, Summers, Harvard University, Cambridge, MA.
1978-1984 Aphasia Research Center: Naming Group Research Associate
Director, Dr. Harold Goodglass
Veteran’s Administration Hospital, Boston, MA
1979-1980 Assistant Professor of Psychology
Brandeis University, Waltham, MA
Courses: Language Acquisition and Development; Seminar on Aphasia and Other Language Disorders; Child Development; Disorders of Development
1978 Instructor
Harvard University
Course: Aphasia and the Reading Process
1978 Clinic Intern
Learning Disorders Clinic, Neurology Unit
The Children’s Hospital Medical Center, Boston, MA
1970-1973 Reading and Language Arts Teacher
Waialua, Hawaii
South Bend, Indiana

Honors
2005 Hall Fellow
Concord Academy

2003 Invited Speaker to 400th Anniversary of Pontifical Academy of Sciences, Vatican (Special Meeting on Neurosciences)
2003 Distinguished Scholar Award
Tufts University
2002 Appointed U.S. Editor of Dyslexia

1999 Senior Faculty Research Fellowship
Tufts University
1998 1998 Norman Geschwind Memorial Lecture Award
International Dyslexia Association
1997 Golden Key Honor Society Award
1995 Shannon Award for Innovative Research; shared with Drs. Maureen Lovett and Robin Morris
National Institute of Child Health and Human Development
1994 Professional Achievement Award for Alumna; St. Mary’s College, Notre Dame
1994 Sesquicentennial Address for St. Mary’s College, Notre Dame
1993 Fulbright Research Fellowship to Germany
1991 APA National Teaching Excellence Award in Psychology (for
Four-year Colleges and Universities)
American Psychological Association
1991 Massachusetts Distinguished Teacher of the Year Award in Psychology
Massachusetts Psychological Association
1982 Annual Koerner Lecture Series University of British Columbia, Vancouver, Canada
1979 Livingston Fellow, Harvard Medical School
1978 Radcliffe Fellowship for Women
1965-1969 Madeleva Scholar; Council for Superior Students

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Selected Recent Publications:

Katzir, T., Wolf, M., O’Brien, Kennedy, B., Lovett, M., & Morris, R. (in press). Reading Fluency: The Whole Is more than the Parts. Annals of Dyslexia.
Wolf, M. (in press). Novel connections: The neuronal basis of the reading brain and the pedagogical basis of a new form of intervention. In K. Fischer and T. Katzir (Eds.), (Title pending). Cambridge, UK: Cambridge University Press.
Morris, R., Lovett, M., Wolf, M., Sevcik, R., Steinbach, K., Frijters, J., & Shapiro, M. (submitted 2006). Multiple component remediation of developmental reading disabilities: A controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes.
Wolf, M., & O’Brien, B. (2006). From the Sumerians to images of the reading brain: Insights for reading theory and intervention. In G. Rosen (Ed.), The dyslexic brain. Timonium, MD: York Press.
Wolf, M. (2005). “I have always been a teacher”. In W. Vufkist, B. Beins, C. Burke, T. Benson, R.. Siney, and A. Amdstadter (Eds.), The teaching of psychology in autobiography: Perspectives from psychology’s best teachers . American Psychological Association.
Pae, H., Wise, J., Cirino, P., Sevcik, R.., Lovett, M., Wolf, M. & Morris, R.. (2005). The Woodcock Reading Mastery Test (WRMT): Impact of normative changes. Assessment, 12(3), 347-357.
Wolf, M., O’Brien, B., Gottwald, S., & Christodoulou, J. (2005). Letters, neurons, and Pascal: A triptych of the reading brain’s evolution, development, pathology, and intervention. In K. Fischer & A. Battro (Eds.), Mind, Brain, and Education. Cambridge, UK: Cambridge University Press.
Wolf, M., & Ashby, J. (2005). A brief history of time, phonology, and other dimensions of developmental dyslexia. In K. Fischer, J. Bernstein, & M.H. Immordino-Young (Eds.), Mind, Brain, and Education in Learning Disorders. Cambridge, UK: Cambridge University Press.
Wolf, M., O’Brien, B., & Katzir-Cohen, T. (2005). On issues of time, fluency, and intervention. Perspektiva-The Israeli Orton Dyslexia Association Journal.
Katzir, T., Morris, R., Lovett, M., Wolf, M. (under revision, Journal of Learning Disabilities) Multiple pathways to dysfluent reading in subtypes of dyslexia.
Katzir, T., Kim, Y., Wolf, M., Kennedy, B., Morris, R., Lovett, M. (under revision, Journal of Reading and Writing) Orthographic recognition and reading skills.
Katzir, T., Breznitz, A., Shaul, S., & Wolf, M. (2004). Universal and the unique: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with dyslexia. Journal of Reading and Writing, 17 (7-8) 739-768.
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.
Donnelly Adams, K., Joffe BenAryeh, T., & Wolf, M. (2004). RAVE-O: Bringing fluency intervention to the classroom. Dyslexia Contact. Journal of British Dyslexia Association.
Katzir-Cohen, T., O’Rourke, A.G., O’Brien, B., & Wolf, M. (2004). Developmental dyslexia. In Human Ecology: An Encyclopedia of Children, Families, Communities, and Environments. Denver, CO: ABC-CLIO.
Wolf, M. & Kennedy, R. (2003). How the origins of written language instruct us to teach: A response to Steven Strauss. Educational Researcher, p. 26-30.
Wolf, M. & Deeney, T. (2003). Dyslexia. Oxford International Encyclopedia of Linguistics. New York: Oxford.
Wolf, M., O’Brien, B., Donnelly Adams, K., Joffe, T., Jeffery, J., Lovett, M., & Morris, R. (2003). “Working for time”: Reflections on naming speed, reading fluency, and intervention. In B. Foorman (Ed.), Preventing and remediating difficulties: Bringing science to scale, (pp. 355-379). Timonium, MD: York Press.
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.
Wolf, M. (2002). Response to clinical judgments in identifying and teaching children with language-based reading difficulties. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.) Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Cirino, P., Chin, C., Sevcik, R., Wolf, M., Lovett, M., & Morris, R. (2002). Measuring socioeconomic status: Reliability and preliminary validity for different approaches. Assessment, 9, 145-155.
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.
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, 35 (6), 525-538.
Morris, R., Lazarus-Benbenisty, L., Krawiecki, N., Wolf, M. (2002). Naming abilities in children with brain tumors. In D. Molfese & V.J. Molfese, (Eds.), The impact of brain injury on language functioning in childhood, (pp. 225-255). Mahwah, NJ: Lawrence Erlbaum Associates.
Gidney, C., & Wolf, M. (2002). Learning to write and read. In Pro-Active Parenting, by the Tufts Faculty of the Eliot-Pearson Department of Child Development, (pp ). (Eds.). New York: Berkley (Division of Penguin).
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. (2001). Seven dimensions in time. In M.Wolf (Ed.), Dyslexia, fluency, and the brain (pp. ix-xix). Timonium, MD: York Press.
Wolf, M. (Ed.) (2001). Dyslexia, Fluency, and the Brain. Timonium, MD: York Press.
Wolf, M. & O’Brien, B. (2001). On issues of time, fluency, and intervention. In A. Fawcett & R. Nicolson (Eds.), Dyslexia: Theory and Best Practice, (pp. 124-140). London: Whur Publishers.
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. Journal of Special Education, 35, 145-155 (Special Issue on Case Studies in Dyslexia; Special Issue Editor: R. Felton).
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, 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, 375-386. (Special Issue on the Double-Deficit Hypothesis: Special Issue Editors: M. Wolf & P. Bowers).
Wolf, M. & Deeney, T. (2000) A new direction: Fluency, phonology, and speakers of African-American English. Perspectives. The International Dyslexia Association. 35-36.
Wolf, M. (2000) A Chair’s View of the NDRF Crete Conference: Time, Fluency, and Developmental Dyslexia. National Dyslexia Research Foundation News. 4(1), 4-7.

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Selected Research Colloquia and Community Presentations:

Aphasia Research Center, Boston Veteran’s Administration Hospital
Boston University Psycholinguistics Colloquium Series
Brandeis University, Psychology Department
Children’s Hospital Medical Center, Dept. of Neuropsychology, Dept. of Pediatrics, and Dept. of Neurology
Educators for Social Responsibility
Ethical Society of America
Harvard University Reading Laboratory and Department of Human Developmental Psychology
Lawrence General Hospital Lecture Series
Learning Disorders Colloquium Series
Malden School Principals
Massachusetts General Hospital
Medford Schools
North Shore Children’s Hospital
Tufts New England Medical Center, Non-Vocal Laboratory
Tufts University Center for Children-Conference on Brain Development
Waltham School Department
Waltham Speech and Hearing Department

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