Frank R. Vellutino
B.S. State University College at Fredonia
M.A., Ph.D. in Psychology Catholic University.
Faculty and Staff Frank R. Vellutino Professor B.S. State University College at Fredonia M.A., Ph.D. in Psychology Catholic University. Dr. Vellutino's research is concentrated in related areas such as cognitive psychology, psycholinguistics, and developmental psychology, and he is especially interested in the cognitive and linguistic underpinnings of reading development and reading disability. He has taught at the College of William and Mary and at Boston University, and currently holds joint faculty appointments in the Department of Educational and Counseling Psychology, the Department of Psychology (Cognitive Psychology Program), and the Program in Linguistics and Cognitive Science of the Department of Anthropology. He is also Director of the Child Research and Study Center, a research and student training center. He has taught undergraduate courses in child and adolescent development, and graduate courses in the area of developmental disabilities, clinical assessment and research. Dr. Vellutino currently teaches a graduate course in children's learning that emphasizes cognitive, perceptual, memory, and language development, as well as a graduate seminar in human development that focuses on the relationship between language and cognitive development. His research has been concerned with the relationship between reading difficulties and various aspects of language, and other cognitive functions, and it has generated numerous articles in refereed journals, in addition to numerous book chapters addressing the causes and correlates of reading difficulties in young children. Among Dr. Vellutino's most important publications are an invited book entitled Dyslexia: Theory and Research published by MIT Press, and an invited article entitled ADyslexia, which appeared in Scientific American. All of his research has been supported by external funds, and he and his colleagues have been the recipients of large awards from agencies such as the National Institute of Child Health and Human Development, the U.S. Department of Education, the Spencer Foundation, and the Recording for the Blind among others.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R. & Denckla, 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.
Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia). What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45:1 p. 2-40.
Vellutino, F.R., & Schatschneider, C. (2004). Experimental and quasi-experimental design in literacy research. In N. K. Duke & M.H. Malltete (Eds.). Literacy research methodologies. (pp. 114-148).New York, NY: Guilford Press
Vellutino, F.R., Scanlon, D.M., Small, S., Fanuele, D.P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first grade intervention. Journal of Learning Disabilities, 39(2), 157-169
Vellutino, F.R., Tunmer, W.E., Jaccard, J.J., & Chen, R. (2007) Components of reading ability: Multivariate evidence for a convergent skill model of reading development. Scientific Studies of Reading, 3-32.