Timothy N Odegard
Biographic Data
| ID | 5763549 |
|---|---|
| NAME | Timothy N Odegard |
| GIVEN NAMES | Timothy N |
| FAMILY NAME | Odegard |
| SIGNATURE | ODEGARD T N |
| AFFILIATIONS | Middle Tennessee State University |
| ORCID | 0000-0001-9651-7669 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia
The science of reading meets the science of learning
Multiply minoritized
Policies informed by the science of reading (SOR) have gained traction in English-dominant contexts. In the United States, initial policy efforts that gave rise to SOR initiatives were dyslexia-specific, prioritizing early intervention guided by universal screening for the characteristics of dyslexia in early grades. These efforts transitioned into right-to-read policies whose stated objective was prioritizing a risk prevention model to ensure th…
Literacy legislation in practice
Feasibility of an online module to prepare pre-service teachers to serve students with dyslexia
The gift of dyslexia
Dyslexia in the 21st century
Predicting and Evaluating Treatment Response
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslex…
Characterizing the knowledge of educators across the tiers of instructional support
Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers…
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index
External evaluations for dyslexia
Morphological awareness and vocabulary predict reading resilience in adults
Characteristics of Students Identified With Dyslexia Within the Context of State Legislation
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned ident…
Characterizing the knowledge of educators receiving training in systematic literacy instruction
Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia
Evaluating information processing in Autism Spectrum Disorder
Developmental differences in the use of recognition memory rejection mechanisms
The current experiment examined the use of plausibility judgments by children to reject distractors presented on yes/no recognition memory tests. Participants studied two lists of word pairs that shared either a categorical or rhyme association, which constituted the global nature of the two study conditions. During the recognition memory tests, participants were presented with distractors that were either consistent or inconsistent with the glob…
Differentiating the neural response to intervention in children with developmental dyslexia
No prominent works on this page.
Differentiating the neural response to intervention in children with developmental dyslexia
Developmental differences in the use of recognition memory rejection mechanisms
The current experiment examined the use of plausibility judgments by children to reject distractors presented on yes/no recognition memory tests. Participants studied two lists of word pairs that shared either a categorical or rhyme association, which constituted the global nature of the two study conditions. During the recognition memory tests, participants were presented with distractors that were either consistent or inconsistent with the glob…
Evaluating information processing in Autism Spectrum Disorder
Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia
Characterizing the knowledge of educators receiving training in systematic literacy instruction
Characteristics of Students Identified With Dyslexia Within the Context of State Legislation
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned ident…
External evaluations for dyslexia
Morphological awareness and vocabulary predict reading resilience in adults
Predicting and Evaluating Treatment Response
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslex…
Characterizing the knowledge of educators across the tiers of instructional support
Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers…
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index
The gift of dyslexia
Dyslexia in the 21st century
Multiply minoritized
Policies informed by the science of reading (SOR) have gained traction in English-dominant contexts. In the United States, initial policy efforts that gave rise to SOR initiatives were dyslexia-specific, prioritizing early intervention guided by universal screening for the characteristics of dyslexia in early grades. These efforts transitioned into right-to-read policies whose stated objective was prioritizing a risk prevention model to ensure th…
Literacy legislation in practice
Feasibility of an online module to prepare pre-service teachers to serve students with dyslexia
Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia
The science of reading meets the science of learning
Reading and Literacy Development (15 works) · Dyslexia (11 works) · Psychology (11 works) · Cognitive psychology (8 works) · Developmental psychology (8 works) · Linguistics (7 works) · Literacy (7 works) · Psycholinguistics (6 works) · Cognition (5 works) · Cognitive and developmental aspects of mathematical skills (5 works)