Maria Luisa Gorno‐Tempini

Biographic Data

ID5971891
NAMEMaria Luisa Gorno‐Tempini
GIVEN NAMESMaria Luisa
FAMILY NAMEGorno‐Tempini
SIGNATURETEMPINI M L G
AFFILIATIONSUniversity of California, San Francisco
ORCID0000-0002-7426-7782
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures

    Open AccessLillian Durán, Julian M Siebert et al.ARTICLEJournal of Learning Disabilities2026

    In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students’ performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion, picture naming, sentence repetition, letter…

  • Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency

    Open AccessJulian M Siebert, Phaedra Bell et al.ARTICLEReading Research Quarterly2026References: 63

    This exploratory predictive study investigates our capacity to equitably predict the risk of developing reading difficulties based on a battery of tasks tapping into commonly used reading screening constructs. A key question pertains to the extent to which we can make predictions with equal accuracy for native English speakers (EO) and emerging multilinguals (English learners [ELs] with sufficient English proficiency to participate in English scr…

  • Elevated Facial Behavior Variability During Emotions Contributes to Better Functional Communication in Dyslexia

    Open AccessAmie Wallman-Jones, Amie Wallman‐Jones et al.ARTICLEJournal of Nonverbal Behavior2025

    Dyslexia is a neurodevelopmental condition characterized by reading difficulties, yet there is growing evidence for coinciding social and emotional strengths. In our previous work, we found children with dyslexia displayed greater emotional facial behavior to affective stimuli than their well-reading peers, an enhancement that related to better social skills. Traditional measures provide static “snapshots” of emotional facial behavior but overloo…

  • The importance of early literacy screening

    Open AccessRobin Irey, Rebecca D Silverman et al.ARTICLEPhi Delta Kappan2025

    Growing awareness of reading difficulties such as dyslexia have prompted the rise of legislation requiring schools to screen all students for reading difficulties. Universal screening programs involve quick, regular assessments of specific reading-related skills so that educators can determine which students need support. Robin Irey and colleagues describe the components of common universal screening programs and discusses how schools can use dat…

  • Verbal short-term memory in developmental dyslexia

    Open AccessLukic, Tiejun Qi et al.ARTICLEBrain and Language2025References: 94

    Developmental dyslexia (DD) is characterized by difficulties in reading but includes a general verbal short-term memory (vSTM) dysfunction. However, the behavioral and brain basis of vSTM deficits within DD are unknown. 81 children with DD and 17 typically developing (TD) children completed MRI and a verbal repetition task in which length (6 and 9-syllable phrases) and meaningfulness of phrases varied (more or less meaningful phrases). A battery …

  • Examining the relation between bilingualism and age of symptom onset in frontotemporal dementia

    Open AccessJessica De Leon, Stephanie M Grasso et al.ARTICLEBilingualism Language and Cognition2024

    Bilingualism is thought to confer advantages in executive functioning, thereby contributing to cognitive reserve and a later age of dementia symptom onset. While the relation between bilingualism and age of onset has been explored in Alzheimer's dementia, there are few studies examining bilingualism as a contributor to cognitive reserve in frontotemporal dementia (FTD). In line with previous findings, we hypothesized that bilinguals with behavior…

  • Towards a dynamic, comprehensive conceptualization of dyslexia

    Open AccessMaryanne Wolf, Rebecca Gotlieb et al.ARTICLEAnnals of Dyslexia2024

    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…

  • Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

    Open AccessLuxi Feng, Rosemary Hancock et al.ARTICLEJournal of Learning Disabilities2022

    Several crucial reasons exist to determine whether an adult has had a reading disorder (RD) and to predict a child’s likelihood of developing RD. The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires. High ARHQ scores indicate an increased likelihood that an adult had RD as a child and that their children may develop RD. This study focused on whether a subset of ARHQ items (ARHQ-Brief) could b…