Emily J Solari
Biographic Data
| ID | 4457518 |
|---|---|
| NAME | Emily J Solari |
| GIVEN NAMES | Emily J |
| FAMILY NAME | Solari |
| SIGNATURE | SOLARI E J |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-8498-9834 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Approximating multidimensionality with asymmetric unidimensional IRT models
Unidimensional item response theory (IRT) models are widely used even in settings where assessment data exhibit subtle forms of multidimensionality. Recent empirical evidence suggests that when item difficulty is associated with dimensionality, asymmetric item characteristic curves (ICCs) emerge in the unidimensional approximation. Through theoretical derivation and extensive simulation, this paper develops a framework for understanding the emerg…
Elementary educator self-efficacy and knowledge to teach reading
The present study aimed to better understand teacher self-efficacy for teaching students with or at risk for reading difficulties and its relation to teacher knowledge to teach reading (i.e. the extent to which self-efficacy predicts knowledge). We developed and administered surveys to 313 elementary-grade teachers. They rated their self-efficacy for providing reading instruction to students with or at risk for reading difficulties as moderately …
Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders
Difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (EBD). This study utilized a state-level dataset of early literacy skills in kindergarten students with EBD ( N = 522) to investigate the development of foundational reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis (LTA) to empirically derive profile…
Content analysis of state-level review materials for K-2 core literacy curricula
Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula th…
Determinants to implementing a new early literacy screener
Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey ( n =694) and …
An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children
This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differ…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade
This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and di…
Preregistration of Randomized Controlled Trials
Randomized controlled trials (RCTs) are designed to answer causal questions with internal validity. However, threats to internal validity exist for even well-designed RCTs. In this article, we focus on how preregistration can help address some specific threats to internal validity related to the reporting of results. Preregistration involves researchers publicly posting critical decision points in a study prior to conducting it for the purpose of…
Preliminary effects of a pilot listening comprehension intervention on the narrative abilities of children with ASD
Judging books by covers
Children’s books support children’s development, but many factors influence interest in engaging with books, including book physical features. Additionally, the lack of diverse children’s books makes it difficult to determine whether racial characters influence children's book preferences. This study utilized a forced-choice selection task to investigate book preference of 56 five-, six-, and seven-year-old Hispanic/Latino (n = 23) and Asian (n =…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
The effects of a responsive parenting intervention on parent–child interactions during shared book reading
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play and Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool (PALS II) period, or both as compared with a developmental assessment (DAS) intervention (DAS I and/or II). The efficacy of PALS was previously demonstrated for improving mother and child behavio…
The effects of a responsive parenting intervention on parent–child interactions during shared book reading
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play and Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool (PALS II) period, or both as compared with a developmental assessment (DAS) intervention (DAS I and/or II). The efficacy of PALS was previously demonstrated for improving mother and child behavio…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
The effects of a responsive parenting intervention on parent–child interactions during shared book reading
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play and Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool (PALS II) period, or both as compared with a developmental assessment (DAS) intervention (DAS I and/or II). The efficacy of PALS was previously demonstrated for improving mother and child behavio…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Preliminary effects of a pilot listening comprehension intervention on the narrative abilities of children with ASD
Judging books by covers
Children’s books support children’s development, but many factors influence interest in engaging with books, including book physical features. Additionally, the lack of diverse children’s books makes it difficult to determine whether racial characters influence children's book preferences. This study utilized a forced-choice selection task to investigate book preference of 56 five-, six-, and seven-year-old Hispanic/Latino (n = 23) and Asian (n =…
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade
This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and di…
Preregistration of Randomized Controlled Trials
Randomized controlled trials (RCTs) are designed to answer causal questions with internal validity. However, threats to internal validity exist for even well-designed RCTs. In this article, we focus on how preregistration can help address some specific threats to internal validity related to the reporting of results. Preregistration involves researchers publicly posting critical decision points in a study prior to conducting it for the purpose of…
An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children
This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differ…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Elementary educator self-efficacy and knowledge to teach reading
The present study aimed to better understand teacher self-efficacy for teaching students with or at risk for reading difficulties and its relation to teacher knowledge to teach reading (i.e. the extent to which self-efficacy predicts knowledge). We developed and administered surveys to 313 elementary-grade teachers. They rated their self-efficacy for providing reading instruction to students with or at risk for reading difficulties as moderately …
Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders
Difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (EBD). This study utilized a state-level dataset of early literacy skills in kindergarten students with EBD ( N = 522) to investigate the development of foundational reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis (LTA) to empirically derive profile…
Content analysis of state-level review materials for K-2 core literacy curricula
Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula th…
Determinants to implementing a new early literacy screener
Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey ( n =694) and …
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Approximating multidimensionality with asymmetric unidimensional IRT models
Unidimensional item response theory (IRT) models are widely used even in settings where assessment data exhibit subtle forms of multidimensionality. Recent empirical evidence suggests that when item difficulty is associated with dimensionality, asymmetric item characteristic curves (ICCs) emerge in the unidimensional approximation. Through theoretical derivation and extensive simulation, this paper develops a framework for understanding the emerg…
Psychology (12 works) · Reading and Literacy Development (11 works) · Developmental psychology (7 works) · Literacy (7 works) · Mathematics education (7 works) · Pedagogy (7 works) · Child Development and Digital Technology (5 works) · Medicine (5 works) · Linguistics (4 works) · Medical education (4 works)