The RAVE-O intervention: Connecting neuroscience to the classroom

Maryanne Wolf*, Mirit Barzillai, Stephanie Gottwald, Lynne Miller, Kathleen Spencer, Elizabeth Norton, Maureen Lovett, Robin Morris

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

Abstract

This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings.

Original languageEnglish (US)
Pages (from-to)84-93
Number of pages10
JournalMind, Brain, and Education
Volume3
Issue number2
DOIs
StatePublished - May 26 2009

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Cognitive Neuroscience

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