The Research Pillar brings together researchers as they delve into neural, cognitive, cultural, and linguistic aspects of language and literacy across all stages of life. They conduct foundational and translational research, collaborating closely with community stakeholders to enhance practices in diverse settings including schools, libraries, and governments.

Research Pillar

Current Research

Participate in PLANES

  • PLANES (Preschool Language & Neural Engagement Study) investigates how children’s early language experiences relate to brain development that supports literacy.

    Click here to participate in the study!

AIM Coaching

  • AIM Coaching is an Adaptive Intervention Model (AIM) that coaches can use to provide teachers with differentiated support. AIM Coaching provides coaches with a way to prioritize their efforts based on easy-to-collect screening data. Then, supports are individualized to meet teacher needs.

    AIM Coaching was developed by a team of researchers, instructional coaches, and middle school teachers, all dedicated to bridging educational research and practice to improve literacy outcomes for all middle school students.

    Learn more about AIM Coaching

Pillar Member Publications

  • Articles, book chapters, etc.

    Romeo, R.R. (2023). The neuroscience of early literacy development. In S. Cabell., S. Neuman, & N. Patton Terry (Eds.) Handbook on the Science of Early Literacy, 2nd edition. New York, NY: Guilford Press. 

    Taylor, E., Abdurokhmonova, G., & Romeo, R.R. (2023). Socioeconomic Status and Reading Development: Moving from “Deficit” to “Adaptation” in Neurobiological Models of Experience-Dependent Learning. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12351

    Romeo, R.R.,Perrachione, T.K., Olson, H.O., Halverson, K.K., Gabrieli, J.D.E., & Christodoulou, J.A. (2022). Socioeconomic dissociations in the neural and cognitive bases of reading disorders. Developmental Cognitive Neuroscience, 58(101175). https://doi.org/10.1016/j.dcn.2022.101175

    Romeo, R.R., Uchida, L., & Christodoulou, J.A. (2022). Socioeconomic status and reading outcomes: Neurocognitive and behavioral correlates. New Directions for Child and Adolescent Development, 2022(52-70).https://doi.org/10.1002/cad.20475

    Romeo, R.R., Choi, A.B., Gabard-Durnam, L.J., Wilkinson, C.L., Levin, A.R., Rowe, M.L. Tager-Flusberg, H., & Nelson, C.A. (2021). Parent language input predicts neuroscillatory patterns underlying language development in infants at risk of Autism. Journal of Autism and Developmental Disorders, 52, 2717-2731. https://doi.org/10.1007/s10803-021-05024-6

    Romeo, R.R. (2019). Socioeconomic and experiential influences on the neurobiology of language development. Perspectives of the ASHA Special Interest Groups: Special Issue on the Neurobiology of Language Development and Disorders. 4(6), 1229-1238. https://doi.org/10.1044/2019_PERSP-19-00073

    Romeo, R.R., Segaran, J., Leonard, J.A., Robinson, S., West, M.R., Mackey, A.P., Yendiki, A., Rowe, M.L., Gabrieli, J.D.E. (2018). Language exposure relates to structural neural connectivity in childhood.  Journal of Neuroscience, 38(36),7870-7877.https://doi.org/10.1523/JNEUROSCI.0484-18.2018

  • Books

    Wexler, J., Swanson, E., & ^Shelton, A. (2021). Literacy coaching in secondary settings: Improving intensive instruction for all students. New York, NY: Guilford Press.

    *Note: Nominated for the 2022 Robert W. Hamilton Book Awards Program; The University of Texas at Austin

    Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. New York, NY: Guilford Press. 

    Denton, C. A., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Baltimore, MD:  Brookes Publishing.

    Referred Journal articles:

    ^Stark, K., Wexler, J., Shelton, A., Johnston, T.J. & ^Omohundro, Karen (2023). Explicit and evidence-based literacy instruction in middle school: An observation study. Reading and Writing.https://doi.org/10.1007/s11145-023-10470-y

    Shelton, A., Swanson, E., Wexler, J., Payne, S. B., & Hogan, E. (2023). An exploration of middle school literacy coaching: A multi-survey study of teachers and instructional coaches. Teacher Education and Special Education. https://doi.org/10.1177/08884064231172733

    Wexler, J., Kearns, D.M., Lemons, C.J., Shelton, A., Pollack, M.S., Stapleton, L.M., Clancy, E., Hogan, E.K., Lyon, C., (2022).  Improving literacy instruction in co-taught middle school classrooms to support reading comprehension.  Contemporary Educational Psychology. Advance online publication. https://doi.org/10.1016/j.cedpsych.2021.102040

    Wexler, J.,Swanson, E., Vaughn, S., Shelton, A., Bray, L., Hogan, E.K., Kurz, L. (2022). Sustaining the use of evidence-based tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities. Advance online publication.https://doi.org/10.1177/00222194211065499

Pillar News

Pillar Members