Researchers with MCPER’s Reading Institute recently published articles in two peer-reviewed, scholarly journals. “Why Intensive Interventions Are Necessary for Students With Severe Reading Difficulties,” published in the journal Psychology in Schools, reviews research related to intensive interventions within a response to intervention framework. “A Test of the Cerebellar Hypothesis of Dyslexia in Adequate and Inadequate Responders to Reading Intervention,” published in Journal of the International Neuropsychological Society, concludes that there is little evidence to support the association of cerebellar functions with reading difficulties. The articles are posted in our Library.
