Research Findings
Research Briefs
Summer Learning Disparities
(September 2021)
Self-Regulation Partially Offsets Risk of Reading Failure
(May 2021)
Inequities in Early Literacy Trajectories in Virginia
(March 2021)
Selected Peer Review Publications
Demchak, A., Anaya, J., Dahl-Leonard, K., Hall, C., Conner, C., & Solari, E. J. (2025). Analyzing Alphabet Knowledge Acquisition in Young Children. Reading & Writing Quarterly, 1–18.
Grimm, R. P., Solari, E. J., McIntyre, N. S., & Denton, C. A. (2018). Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction. Journal of School Psychology, 69, 111–126.
Grimm, R. P., Solari, E. J., & Gerber, M. M. (2018). A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population. Reading and Writing, 31, 559–581.
Hall, C., Dahl‐Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., ... & Kehoe, K. F. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly.
Hall, C., Solari, E. J., Hayes, L., et al. (2024). Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading. Reading and Writing, 37, 1955–1974.
Henry, A. R., Conner, C., Zajic, M. C., et al. (2023). Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism. Journal of Autism and Developmental Disorders, 53, 1862–1872.
Kehoe, K. F., McGinty, A. S., Williford, A. P., & Whittaker, J. V. (2021). Behavioral self-regulation as a protective factor for children at risk of reading failure: Predicting first-grade reading from kindergarten entry assessment (KEA) data. Early Education and Development.
Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C. (2018). Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. Journal of Research on Educational Effectiveness, 11(2), 163–191.
Solari, E. J., Denton, C., & Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. Teaching Exceptional Children, 49(3), 149–159.
Solari, E. J., Grimm, R. P., McIntyre, N. S., Zajic, M., & Mundy, P. C. (2019). Longitudinal stability of reading profiles in individuals with higher functioning autism. Autism, 23(8), 1911–1926.
Solari, E. J., Grimm, R., McIntyre, N. S., Swain-Lerro, L., Zajic, M., & Mundy, P. C. (2017). The relation between text reading fluency and reading comprehension for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 41, 8–19.
Solari, E. J., Hall, C., & McGinty, A. (2021). Brick by brick: A series of landmark studies pointing to the importance of early reading intervention. The Reading League Journal.
Solari, E. J., Kehoe, K. F., Cho, E., Hall, C., Vargas, I., Dahl‐Leonard, K., ... & Conner, C. (2022). Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis. Learning Disabilities Research & Practice, 37(3), 158–174.
Solari, E. J., Petscher, Y., & Folsom, J. S. (2014). Differentiating Literacy Growth of ELL Students With LD From Other High-Risk Subgroups and General Education Peers: Evidence From Grades 3–10. Journal of Learning Disabilities, 47(4), 329–348.