Maryanne Wolf
Biographic Data
| ID | 4493583 |
|---|---|
| NAME | Maryanne Wolf |
| GIVEN NAMES | Maryanne |
| FAMILY NAME | Wolf |
| SIGNATURE | WOLF M |
| AFFILIATIONS | Tufts University |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Towards a dynamic, comprehensive conceptualization of dyslexia
Here we build from the central strength of the existing definition of dyslexia—its emphasis on neurobiological origins—and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, a…
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
The Reading Brain
The development of the seemingly simple cultural invention of reading alters the brain of each literate individual, propulses the intellectual development of the species, and provides human beings with a history of past knowledge as a foundation for future thought. Understanding how this happened in the species provides unexpected lessons for how children learn, how teachers teach, and how the brain learns anything new. Understanding the intrinsi…
Bringing the Bottom Billion into Basic Literacy
Close to one billion people in the world do not have basic literacy skills. A key challenge is reaching children in the midst of circumstances that make a traditional school-based approach impractical. This chapter will describe a cross-disciplinary, mobile technology approach to literacy education. The Curious Learning approach distributes research-based, English literacy content on mobile devices to children without access to an adequate school…
Proust and the Squid
Rapid Automatized Naming (RAN) and Reading Fluency
Fluent reading depends on a complex set of cognitive processes that must work together in perfect concert. Rapid automatized naming (RAN) tasks provide insight into this system, acting as a microcosm of the processes involved in reading. In this review, we examine both RAN and reading fluency and how each has shaped our understanding of reading disabilities. We explore the research that led to our current understanding of the relationships betwee…
Orthographic processing efficiency in developmental dyslexia
Reading fluency
How the Origins of Written Language Instruct Us to Teach
Reading Fluency and Its Intervention
This 3-part article represents an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention. The 1st section describes several historical approaches to fluency and the components of fluent reading that are implicit in these approaches. We then present our own developmental- and component-based definition of reading fluency. In the 2nd section we discuss how different type…
The double-deficit hypothesis for the developmental dyslexias.
The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype w…
What time may tell
Self-perception and adolescent psychopathology
The relationship between self-perception and adolescent psychopathology was examined on nine domains of self-perception in a group of adolescent psychiatric inpatients and a comparison group of nonpatients. Inpatients rated themselves significantly lower in four domains, and correlations between symptom reports and domains of self-perception supported a relationship between negative self-perception and psychopathology. Further analysis suggested …
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Naming Speed and Reading
THIS TWO-PART ESSAY discusses how research in the developmental cognitive neurosciences can contribute to an understanding of the complex relations between various aspects of naming and reading processes. The first section reviews findings from both neuropsychological and reading research on letter-naming and general naming speed, and analyzes the methodological differences between discrete-trial and continuous naming formats. The findings taken …
A longitudinal investigation of gender differences in language and reading development
A four-year longitudinal investigation of gender differences in highly specified linguistic and reading operations in 87 children was con ducted in the period before, during, and after reading acquisition. A central focus is the development of automatization within these operations. Results indicate a clear distinction between a sustained male advantage in vocabulary and semantic processess and an early female advantage in rate for basic language…
Naming, reading, and the dyslexias
A longitudinal investigation of word-retrieval processes and their relationship to later reading development in average and impaired readers, bilingual children, and children with a history of serous …
Naming Speed and Reading
THIS TWO-PART ESSAY discusses how research in the developmental cognitive neurosciences can contribute to an understanding of the complex relations between various aspects of naming and reading processes. The first section reviews findings from both neuropsychological and reading research on letter-naming and general naming speed, and analyzes the methodological differences between discrete-trial and continuous naming formats. The findings taken …
How the Origins of Written Language Instruct Us to Teach
Naming, reading, and the dyslexias
A longitudinal investigation of word-retrieval processes and their relationship to later reading development in average and impaired readers, bilingual children, and children with a history of serous …
A longitudinal investigation of gender differences in language and reading development
A four-year longitudinal investigation of gender differences in highly specified linguistic and reading operations in 87 children was con ducted in the period before, during, and after reading acquisition. A central focus is the development of automatization within these operations. Results indicate a clear distinction between a sustained male advantage in vocabulary and semantic processess and an early female advantage in rate for basic language…
Naming Speed and Reading
THIS TWO-PART ESSAY discusses how research in the developmental cognitive neurosciences can contribute to an understanding of the complex relations between various aspects of naming and reading processes. The first section reviews findings from both neuropsychological and reading research on letter-naming and general naming speed, and analyzes the methodological differences between discrete-trial and continuous naming formats. The findings taken …
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Self-perception and adolescent psychopathology
The relationship between self-perception and adolescent psychopathology was examined on nine domains of self-perception in a group of adolescent psychiatric inpatients and a comparison group of nonpatients. Inpatients rated themselves significantly lower in four domains, and correlations between symptom reports and domains of self-perception supported a relationship between negative self-perception and psychopathology. Further analysis suggested …
The double-deficit hypothesis for the developmental dyslexias.
The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype w…
What time may tell
Reading Fluency and Its Intervention
This 3-part article represents an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention. The 1st section describes several historical approaches to fluency and the components of fluent reading that are implicit in these approaches. We then present our own developmental- and component-based definition of reading fluency. In the 2nd section we discuss how different type…
How the Origins of Written Language Instruct Us to Teach
Reading fluency
Orthographic processing efficiency in developmental dyslexia
Rapid Automatized Naming (RAN) and Reading Fluency
Fluent reading depends on a complex set of cognitive processes that must work together in perfect concert. Rapid automatized naming (RAN) tasks provide insight into this system, acting as a microcosm of the processes involved in reading. In this review, we examine both RAN and reading fluency and how each has shaped our understanding of reading disabilities. We explore the research that led to our current understanding of the relationships betwee…
The Reading Brain
The development of the seemingly simple cultural invention of reading alters the brain of each literate individual, propulses the intellectual development of the species, and provides human beings with a history of past knowledge as a foundation for future thought. Understanding how this happened in the species provides unexpected lessons for how children learn, how teachers teach, and how the brain learns anything new. Understanding the intrinsi…
Bringing the Bottom Billion into Basic Literacy
Close to one billion people in the world do not have basic literacy skills. A key challenge is reaching children in the midst of circumstances that make a traditional school-based approach impractical. This chapter will describe a cross-disciplinary, mobile technology approach to literacy education. The Curious Learning approach distributes research-based, English literacy content on mobile devices to children without access to an adequate school…
Proust and the Squid
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
Towards a dynamic, comprehensive conceptualization of dyslexia
Here we build from the central strength of the existing definition of dyslexia—its emphasis on neurobiological origins—and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, a…
Psychology (17 works) · Reading and Literacy Development (16 works) · Linguistics (14 works) · Cognitive psychology (13 works) · Cognition (10 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Developmental psychology (8 works) · Reading (process) (8 works) · Computer Science (7 works) · Language Development and Disorders (7 works)