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Psychology

D-Index
43
Citations
18871
World Ranking
7077
National Ranking
3818

Overview

Maryanne Wolf is affiliated with Tufts University in the United States. Their research spans several intersecting fields including psychology, neuroscience, and social sciences, with a focus on developmental and educational psychology, cognitive neuroscience, statistics and probability, education, and human factors and ergonomics.

Their primary research topics concentrate on reading and literacy development, language development and disorders, cognitive and developmental aspects of mathematical skills, neuroscience in education and cognitive function, child development influenced by digital technology, neurobiology of language and bilingualism, and digital accessibility for disabilities.

Maryanne Wolf has published multiple papers in reputable academic venues. Selected recent publications include:

  • Towards a dynamic, comprehensive conceptualization of dyslexia (2024) - Annals of Dyslexia
  • On the cusp of predictability: Disruption in the typical association between letter and word identification at critical thresholds of RAN and phonological skills (2022) - Learning and Individual Differences
  • Interpreting comprehension outcomes after multiple-component reading intervention for children and adolescents with reading disabilities (2022) - Learning and Individual Differences
  • A Validity Study of the Digitized Version of the Rapid Automatized Naming Test (2023) - Journal of Psychoeducational Assessment
  • Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment (2024) - npj Science of Learning

Their collaboration network includes frequent coauthors such as Rebecca Gotlieb, Sohyun An Kim, Veronica Pedroza, Laura Rhinehart, and Maureen W. Lovett.

Maryanne Wolf's works have been published in venues like Learning and Individual Differences, Annals of Dyslexia, Journal of Psychoeducational Assessment, and npj Science of Learning.

Best Publications

  • The double-deficit hypothesis for the developmental dyslexias.

    Maryanne Wolf;Patricia Greig Bowers

  • Proust and the squid : the story and science of the reading brain

    Maryanne Wolf

  • Proust and the squid

    Maryanne Wolf

  • Reading Fluency and Its Intervention

    Maryanne Wolf;Tami Katzir-Cohen

  • Naming-Speed Processes, Timing, and Reading A Conceptual Review

    Maryanne Wolf;Patricia Greig Bowers;Kathleen Biddle

  • Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities

    Elizabeth S. Norton;Maryanne Wolf

  • Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

    Patricia Greig Bowers;Maryanne Wolf

  • Automaticity, retrieval processes, and reading: a longitudinal study in average and impaired readers.

    Maryanne Wolf;Heidi Bally;Robin Morris

  • Naming Speed and Reading: The Contribution of the Cognitive Neurosciences.

    Maryanne Wolf

  • Measuring socioeconomic status: Reliability and preliminary validity for different approaches.

    Paul T. Cirino;Christopher E. Chin;Rose A. Sevcik;Maryanne Wolf

  • The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia

    Maryanne Wolf;Alyssa Goldberg O'Rourke;Calvin Gidney;Maureen Lovett

  • Rapid alternating stimulus naming in the developmental dyslexias

    Maryanne Wolf

  • Early naming deficits, developmental dyslexia, and a specific deficit hypothesis.

    Maryanne Wolf;Mateo Obregón

  • The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities

    Justin C. Wise;Rose A. Sevcik;Robin D. Morris;Maureen W. Lovett

  • Naming-Speed Processes and Developmental Reading Disabilities: An Introduction to the Special Issue on the Double-Deficit Hypothesis

    Maryanne Wolf;Patricia G. Bowers

  • Reading fluency: the whole is more than the parts.

    Tami Katzir;Youngsuk Kim;Maryanne Wolf;Beth O’Brien

  • Links between Early Rhythm Skills, Musical Training, and Phonological Awareness.

    Catherine Moritz;Sasha Yampolsky;Georgios Papadelis;Jennifer Thomson

  • Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O) A Comprehensive, Fluency-Based Reading Intervention Program

    Maryanne Wolf;Lynne Miller;Katharine Donnelly

  • Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.

    Maureen W. Lovett;Jan C. Frijters;Maryanne Wolf;Karen A. Steinbach

  • Reader, Come Home: The Reading Brain in a Digital World

    Maryanne Wolf

  • Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia

    Ioulia Kovelman;Elizabeth S. Norton;Elizabeth S. Norton;Joanna A. Christodoulou;Nadine Gaab

Frequent Co-Authors

Maureen W. Lovett
Maureen W. Lovett University of Toronto
Robin G. Morris
Robin G. Morris King's College London
E. Mark Mahone
E. Mark Mahone Johns Hopkins University School of Medicine
Rose A. Sevcik
Rose A. Sevcik Georgia State University
Erik G. Willcutt
Erik G. Willcutt University of Colorado Boulder
Simon E. Fisher
Simon E. Fisher Max Planck Society
Richard K. Olson
Richard K. Olson University of Colorado Boulder
Paul T. Cirino
Paul T. Cirino University of Houston
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital

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