Selected Publications

1indicates student author under lab mentorship

  • 1Porter, S. B., Odegard, T. N., McMahan, M., & Farris, E. A., (2021). Characterizing the knowledge of educators across the tiers of instructional support. Annals of Dyslexia.
  • 1Donovan, S. L., Odegard, T. N., Farris, E. A., & Flipse, J. L. (2021). Testing the impact of online training in areas of reading instruction on educator knowledge. Reading & Writing: An Interdisciplinary Journal.
  • Farris, E. A., 1Cristan, T. II., Bernstein, S. E., & Odegard, T. N. (2021). Morphological awareness and vocabulary predict reading resilience in adults. Annals of Dyslexia, 71(2), 347-371.
  • Odegard, T. N., 1Hutchings, T., Farris, E. A., & Oslund, E. L. (2021). External evaluations for dyslexia: do the data support parent concerns? Annals of Dyslexia, 71(1), 50-59.
  • Bernstein, S. E., Flipse, J. L., Jin, Y., & Odegard, T. N. (2020). Word and sentence level tests of morphological awareness in reading. Reading & Writing.
  • Odegard, T. N., Farris, E. A., Middleton, A. E., Oslund, E., & Rimrodt-Frierson, S. (2020). Characteristics of students identified with dyslexia within the context of state legislation. Journal of Learning Disabilities.
  • Farris, E. A., Alexander, E., & Odegard, T.N. (2020). Assessment and identification of learning disabilities. In M.M. Martel (Ed). A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.
  • 1McMahan, K. M., Oslund, E. L., & Odegard, T. N. (2019). Characterizing the knowledge of educators receiving training in systematic literacy instruction. Annals of Dyslexia, 69(1), 21-33.
  • Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. Plos One, 13(6), e0198791.
  • Ring, J., & Black, J. L. (2018). The multiple deficit model of dyslexia: what does it mean for identification and intervention? Annals of Dyslexia, 68(2), 104–125.
  • Phillips, B. A. B., & Odegard, T. N. (2017). Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia. Annals of Dyslexia, 67(3), 356–368.
  • Ring, J. J., Avrit, K. J., & Black, J. L. (2017). Take Flight: the evolution of an Orton Gillingham-based curriculum. Annals of Dyslexia.
  • Farris, E. A., Ring, J., Black, J., Lyon, G. R., & Odegard, T. N. (2016). Predicting growth in word level reading skills in children with developmental dyslexia using an object rhyming functional neuroimaging task. Developmental Neuropsychology, 41(3), 145–161.
  • Myers, C. A., Vandermostern, M., Farris, E. A., Hancock, R., Gimenez, P., Black, J. M., … Hoeft, F. (2014). White matter morphometric changes uniquely predict children’s reading acquisition. Psychological Science, 25(10), 1870–1883.
  • Ring, J. J., Barefoot, L. C., Avrit, K. J., Brown, S. A., & Black, J. L. (2013). Reading fluency instruction for students at risk for reading failure. Remedial and Special Education, 34(2), 102–112.
  • Farris, E. A., Odegard, T. N., Miller, H. L., Ring, J., Allen, G., & Black, J. (2011). Functional connectivity between the left and right inferior frontal lobes in a small sample of children with and without reading difficulties. Neurocase, 17(5), 425–439.
  • Odegard, T. N., Farris, E. A., Ring, J., McColl, R., & Black, J. (2009). Brain connectivity in non-reading impaired children and children diagnosed with developmental dyslexia. Neuropsychologia, 47(8–9), 1972–1977.
  • Odegard, T. N., Ring, J., Smith, S., Biggan, J., & Black, J. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58(1), 1–14.