Recent Publications

• Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P., & Sweeney, J.M. (2005). Severe reading difficulties--Can they be prevented? A comparison of prevention and intervention approaches. Exceptionality , 13(4), 209-227.

Longitudinal Study of Easy vs. Hard to Remediate Poor Readers (1989-1995)

• Vellutino, F.R., Scanlon, D.M, Pratt, A., Chen, R. Dencklea, M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88 (4), 601-638

• Scanlon, D.M. & Vellutino, F.R. (1996) Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study, Mental Retardation and Development Disabilities Research Reviews, 2, 54-63

• Scanlon, D.M. & Vellutino, F.R (1997) A comparison of the instructional backgrounds and cognitive profiles of pooer, average, and good readers who were initially identified as at risk for reading failure. Scientific Studies of Reading, 1 (3), 191-215

• Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ--Achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33 (3), 223-238

• Vellutino, F.R. & Scanlon, D.M. (2002) The interactive strategies approach to reading intervention, Contemporary Educational Psychology, 27, 573-635
  

Preventing Experientially-Based Reading Difficulties (1995-2001)

• Scanlon, D.M., Vellutino, F.R., Small, S.G., & Fanuele, D.P. (April, 2000). Severe reading difficulties - Can they be prevented? A comparison of prevention and intervention approaches. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

• Scanlon, D.M., Vellutino, F.R., Small, S.G., Sweeney, J. & Fanuele, D.P. (June, 2003). The short and long term effects of different types of literacy intervention on reading comprehension. Paper presented at the annual convention of the Society for the Scientific Study of Reading, Boulder, CO.

Other publications

• Vellutino, F.R. & Scanlon, D.M. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In S. Neuman and D. Dickson (Eds.) Handbook for research on early literacy.

• Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. (pp. 279-329). Baltimore, MD: Paul H. Brookes.

• Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36, 367-397