Research Findings

Research Findings

Research Briefs

GLasses on top of book

Self-Regulation Partially Offsets Risk of Reading Failure
(May 2021)


Inequities in Early Literacy Trajectories in Virginia
(March 2021)

Selected Peer Review Publications

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. Link

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. Link

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. Link

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. Link

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. Link

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. Link

Solari, E., Hall, C. and McGinty, A. (2021). Brick by brick: A series of landmark studies pointing to the importance of early reading intervention. The Reading League Journal. Link

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, DOI: Link

Solari, E., Denton, C., and Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. Teaching Exceptional Children. 49 (3), 149-159. Link

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