Reaching students with reading disabilities during the summer

Christodoulou, J. A., Azor, A. M., & Marks, R. A. (2024). Reaching students with reading disabilities during the summer. Policy Insights from the Behavioral and Brain Sciences, 11(1), 67-75. https://doi.org/10.1177/2372732223122063 

Summary: Directed toward policymakers and school leaders, this article provides an overview of summer program options for school-age students and offers recommendations for improving access and quality of opportunities to foster reading skills.

White matter microstructural plasticity associated with educational intervention in reading disability

Meisler, S. L., Gabrieli, J. D. E., & Christodoulou, J. A. (2024). White matter microstructural plasticity associated with educational intervention in reading disability. Imaging Neuroscience, 2, 1–18. https://doi.org/10.1162/imag_a_00108 

Summary: Over summer vacation, student reading outcomes included both score gains and losses, and these reading score changes were associated with brain plasticity via white matter tract changes within core reading brain circuitry.

Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention

Romeo, R. R., Christodoulou, J. A., Halverson, K. K., Murtagh, J., Cyr, A. B., Schimmel, C., Chang, P., Hook, P. E., & Gabrieli, J. D. E. (2018). Socioeconomic status and reading disability: Neuroanatomy and plasticity in response to intervention. Cerebral Cortex, 28(7), 2297–2312. https://doi.org/10.1093/cercor/bhx131 

Summary: Effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.

Prevent summer learning loss before it happens

Christodoulou, J.A. (2017). Prevent summer learning loss before it happens. Landmark360  (https://www.landmarkschool.org/our-school/landmark-360-blog/?id=253261/prevent-summer-learning-loss-before-it-happens) 

Summary: Summer learning outcomes can potentially impact students who are vulnerable learners; this article discusses how to optimize summer learning opportunities.

Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school

Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., Hook, P., & Gabrieli, J. D. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of Learning Disabilities, 50(2), 115–127. https://doi.org/10.1177/0022219415617163 

Summary: This study offers direct evidence for widening differences in reading abilities between students with reading disabilities/disabilities who do and do not receive intensive reading instruction during summer vacation.

Summer vacation: Important insights for reading development

Christodoulou, J.A. & Hoeft, F. (2015). Summer vacation: Important insights for reading development. International Dyslexia Association (https://eida.org).

Summary: The value of offering reading activities and programs during the summer is discussed in the context of vulnerable readers.