maryanne wolf | UCLA Graduate School of Education (original) (raw)

Papers by maryanne wolf

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

The digital learner seems particularly well-suited for a life of activity and a life of enjoyment... more The digital learner seems particularly well-suited for a life of activity and a life of enjoyment. The emphases of digital media on efficient, massive information processing; flexible multitasking; quick and interactive modes of communication; and seemingly endless forms of digitally based entertainment encourage such lives. These emphases, however, can be less suited for the slower, more time-consuming cognitive processes that are vital for contemplative life and that are at the heart of what we call deep reading.

Con lettura profonda si intende quella gamma di processi che conducono alla comprensione e che in... more Con lettura profonda si intende quella gamma di processi che conducono alla comprensione e che includono il ragionamento inferenziale e deduttivo, le abilita analogiche, l’analisi critica, la riflessione e il discernimento. Il lettore esperto ha bisogno di millisecondi per eseguire questi processi; un cervello giovane ha bisogno di anni per svilupparli. Molti aspetti della lettura – dalle basilari capacita di decodifica alle competenze di comprensione di piu alto livello – devono essere esplicitamente insegnati, perche gli esseri umani non sono nati per leggere, ma per guardare, muoversi, parlare, e pensare. Man mano che l’organismo interagisce con l’ambiente, gradualmente si realizzano i programmi genetici per ciascuna di queste funzioni. La lettura e una nuova funzione cognitiva, inventata solo 5.500 anni fa e gli uomini hanno dovuto “imparare a leggere”, creando nel nostro cervello nuovi collegamenti tra le strutture che presiedono alla visione, all’ascolto, alla cognizione e al ...

Promoting Academic Readiness for African American Males with Dyslexia, 2019

Emerging Trends in the Social and Behavioral Sciences, 2017

inflectional endings (e.g.,-ed can be pro-nounced several ways); and (d) the “histor-ically deter... more inflectional endings (e.g.,-ed can be pro-nounced several ways); and (d) the “histor-ically determined logographic character ” of the alphabet. In the latter point Strauss argues that the alphabetic system is a man-ifestation of a much earlier logographic writing system, where visual symbols rep-resented meanings far more directly (e.g., in some early hieroglyphic logographic sys-tems, a visual drawing of a bird represented the word bird in that oral language). Strauss uses the assertion about logo-graphic roots to argue that if the alphabet is historically based on the direct appre-hension of meaning, then the current em-phasis in much reading research on the letter–sound or grapheme–phoneme rules of correspondence in written language is linguistically unnatural and pedagogically unnecessary in the teaching of reading. Further, such logographic origins, he as-serts, provide a rationale for the use of what are called whole-language reading methods, which eschew the direct learning o...

Further Reading, 2020

This chapter examines the formation of a reading brain circuit and how it represents the gradual,... more This chapter examines the formation of a reading brain circuit and how it represents the gradual, ever-more-elaborated connections among visual and auditory perception, multiple language and cognitive functions, and affective processes. Based on this multi-component view of reading, we then approach why this circuit can be quite different in various writing systems and in different mediums like print and digital media. Finally, we examine why the circuit fails to develop in conventional ways in persons with dyslexia and, quite possibly, in one of the greatest and most unconventional artists and inventors of the last millennium, Leonardo da Vinci.

1: Introduction 2: The Linguist's Tale 3: A Child's Tale 4: A Neuroscientist's Tale o... more 1: Introduction 2: The Linguist's Tale 3: A Child's Tale 4: A Neuroscientist's Tale of Words 5: The Deep Reading Brain 6: A Second Revolution in the Brain 7: A Literacy Agenda for Non-Literate Children

This study examined the magnitude of differences in standard scores, convergent validity, and con... more This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual’s performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Phi Delta Kappan, 2018

Because reading is not a natural process like language, young learners must be taught to read. Kn... more Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

Rich Languages From Poor Inputs, 2012

Mind, Brain, and Education, 2009

This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, ... more This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings. Wonderful ideas are not born (Duckworth, 1996), they are connected. Each wonderful idea rests on the human mind's ability to make novel connections out of familiar perceptions and concepts. Underlying this ability is one of the brain's unique design features: the capacity of already existent circuits of neurons to forge whole new pathways among themselves. Because of this plasticity, we are genetically poised to make novel neuronal connections, the basis of all cognitive breakthroughs. The brain's acquisition of reading is a penultimate example of this: to read, the brain must build new connections among circuits designed thousands of years ago for older visual, auditory, linguistic, and cognitive operations. Such a new arrangement of circuits makes reading both a remarkable

Reading & Writing Quarterly, 2017

The current pilot study assessed the impact of a motivational intervention on the task-avoidant b... more The current pilot study assessed the impact of a motivational intervention on the task-avoidant behaviors, task-engagement behaviors, and skill growth of elementary-age readers attending a remedial summer reading program. We randomly assigned students (ages 7-10) either to an experimental condition (n ¼ 24) that integrated strategies emphasizing autonomy and mastery into 2 specialized reading curricula or to a control condition (n ¼ 23) that coupled the same curricula with material rewards. Analysis of pre-and posttesting revealed that relative to the control group the intervention group made significantly greater gains on measures of high-level reading skills and exhibited significantly more task-engagement behaviors. We discuss implications for future research and education, especially in relation to the relevance of such interventions for preventing stagnation in struggling readers' skill development. As early as elementary school, students who struggle in reading have been found to be more task avoidant than their typically reading peers (Sideridis, Morgan, Botsas, Padeliadu, & Fuchs, 2006). Partially as a result of their avoidant behaviors, struggling readers acquire literacy skills at a slow rate, which triggers further task evasion and contributes to the widening gap in their reading abilities

interdys.org

For many elementary-school children the achievement of reading with fluent comprehensionthat is,... more For many elementary-school children the achievement of reading with fluent comprehensionthat is, the ability to read quickly and accurately enough to understand and think about textremains an essential, but elusive goal. The most used intervention for ...

In questo lavoro viene illustrato il RAVE-O (Reading, Automaticity, Vocabulary, Engagement-Orthog... more In questo lavoro viene illustrato il RAVE-O (Reading, Automaticity, Vocabulary, Engagement-Orthography) di M. Wolf, un programma finalizzato al potenziamento delle abilità di lettura e scrittura attraverso attività, da svolgersi in piccolo gruppo, che stimolano il coinvolgimento attivo dei bambini nell'apprendimento del linguaggio scritto. Viene poi presentato uno studio sperimentale sull'adattamento italiano EUREKA (EntUsiasmo, RicErca, CApacità) (Traficante, 2017), che mostra l'efficacia dell'intervento non solo sull'apprendimento del linguaggio scritto, ma anche sull'esperienza di benessere generale del bambino e, in particolare, nel contesto scolastico. Parole chiave: difficoltà di apprendimento della lettura e della scrittura; approccio RTI; interventi multicomponenziali di potenziamento del linguaggio; esperienza di benessere e apprendimenti scolastici. Abstract This study presents the programs RAVE-O (Reading, Automaticity, Vocabulary, Engagement-Ortho...

This study reports on an examination of the factor structure underlying reading performance in a ... more This study reports on an examination of the factor structure underlying reading performance in a sample of urban, dysfluent children. Participants were 140 sec-ond and third graders identified as exhibiting reading difficulties stemming from inefficient word and/or nonword reading. Consistent with a more complex view of reading, the results of structural equation modeling identify four distinct but This study was part of a reading and social emotional intervention project (The New 3R’s— Reading, Resilience, and Relationships in Afterschool Programs) conducted at Harvard University, Tufts University, and McLean Hospital, and funded by the Department of Education, awarded under the Interagency Education Research Initiative (IERI) (CFDA #84.305W), and the Piper Foundation, USA. The authors would like to thank Sally Wilson for her work coordinating this study as well as Adrianna Wechsler, Larina Mehta, and Chessie Shaw for assistance with data collection and entry. We are also grateful ...

Promoting Academic Readiness for African American Males with Dyslexia, 2019

Emerging Trends in the Social and Behavioral Sciences, 2017