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Eliot-Pearson Department of Child Study and Human Development

Maryanne Wolf

Professor (retired)

Maryanne Wolf

Professor (retired)


Dr. Wolf is currently the Director of the Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Learn more about Dr. Wolf.

(Photo credit: Rod Searcey)

Harvard University, Ed.D. Human Development and Psychology
Northwestern University, M.A., English Literature
St.Mary's College/Notre Dame, B.A., English Literature

Dyslexia and the reading brain; cognitive neurosciences; developmental psycholinguistics; reading development and intervention; global literacy and technology

Selected Honors and Awards: 
  • National Teaching Award for Universities: American Psychological Association
  • Distinguished Teacher of the Year: Massachusetts Psychological Association
  • Fulbright Research Fellowship (Germany)
  • Alumnae Achievement Award, St. Marys College/Notre Dame
  • Norman Geschwind Award, International Dyslexia Association
  • Distinguished Scholarship Award, Tufts University
  • Shannon Award for Innovative Research, NICHD (with Robin Morris and Maureen Lovett)
  • Executive Editor in U.S. for Dyslexia
  • Best 25 Nonfiction Books, Publishers Weekly
  • Margot Marek Award, New York Branch of International Dyslexia Association
  • Samuel Orton Award, International Dyslexia Association
  • Alice Garside Award, Massachusetts International Dyslexia Association
  • Hall Fellow Lecture Award, Concord Academy
  • Woman of Science Lecture Award, Museum of Science, Boston
  • Invited Lectures to Vatican Academy of Sciences Meetings: Neurosciences and Education (Pope John Paul II); Bread and Brain (Pope Frances); Meeting for Socially Disenfranchised Peoples (Pope Frances)
  • Christopher Columbus Award For Discovery
Selected Publications and Presentations: 

Wolf, M., Interview by Here & Now. WBUR. Is Online Skimming hurting Reading Comprehension?

Wolf, M., Interview by The Real Story: The Da Vinci Code. Smithsonian Channel.

Wolf, M., Interview by Children of the Code.

Wolf, M. (To appear, 2017). Letters to the Good Reader: The Contemplative Dimension in the Future Reading Brain. New York: Harper Collins.

Wolf, M. & Gottwald, S. (2016) Tales of Literacy in the 21st Century. Oxford University Press. In Literary Agenda Series, Editor: Phillip Davis.

Wolf, M. (To appear 2016) Letters to the Good Reader. New York: Harper Collins.

Wolf, M. & Gottwald, S. (In preparation) What It Means to be Literate. Oxford University Press. For Series on Oral and Written Language, Editor: Phillip Davis.

Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. NY: HarperCollins. Paperback. 2008. + 13 other publishers:

High Bridge (Audio Version); Spektrum ,Springer Verlag (German); Vita & Penserio (Italian); Ediciones B (Spanish); Icon Books (United Kingdom); Intershift (Japanese); New Translations from 2009 to 2013: Czech, Greek, Turkish, Korean, Chinese (2 versions: Traditional Chinese; Simplified Chinese), Swedish, French with Preface by Bernard Stiegler.

Wolf, M. (Ed.) (2001). Dyslexia, Fluency, and the Brain. York Press: Timonium, MD.

Selected Articles:
Wolf, M., Gottwald, S., Breazeal, C., Galyean T., Morris, R. (in press). "I Hold Your Foot": Working to Transform Children’s Lives through a Global, Digitally-Based, Literacy Initiative. Chapter in A. Battro (Eds.). Children and sustainable development: Ecological education in a globalized world. Springer Verlag.

Ozernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., Gaab, N. (in press). Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Developmental Science.

N. Gaab, B. Miller, F. Ramus, R.H. Fitch, P. J. Gerber, J. R. Gruen, N. Kraus, J.J. LoTurco, H. Lyytinen, C.A. McBride-Chang, G. Reid, G.D. Rosen, J. Stein, M. Wolf, and A.M. Galaburda (in press). Developmental Dyslexia.
Nature Reviews. Special Issue on Dyslexia.

Ozernov-Palchik, O & Wolf, M (in press). RAN: What lies beneath. In G. Eden (Ed.), The Handbook on the Cognitivie Neuroscience of Dyslexia. West Sussex: Wiley.

Wolf, M. (2016). Global literacy initative: An update. Chapter in A. Battro, K. Fisher and M. L. Majadalani (Eds.). Mind, Brain and Education at ERICE: Ten Years.213-218.

Jacobson, L.A, Taylor, K., Lipkin, P., Boada, R., Frijter, J., Lovett, M., Hill, D., Willcutt, E., Gottwald, S., Wolf, M., Bosson-Heenan, J., Gruen, J., Mahone, E.M. (2016) Executive functions contribute uniquely to reading competence in minority youth. Journal of Learning Disabilities. 1-12. DOI:10.1177/002219415618501

Breazeal, C., Morris, R., Gottwald, S., Galyean, T. & Wolf, M. (2016). "Mobile devices for early literacy intervention and research with global reach." Conference paper to be published in Proceedings of the Third ACM Conference on Learning at Scale, Edinburgh, Scotland.

Powers, N.R., Eicher, J.D., Bosson-Heenan, J., Miller, L.L., Kong, Y., Smith, S.D., Pennington, B.F., Olson, R.K., Boada,R., Frijters, J.C., Gottwald, S., Hill, D., Jacobson, L.A., Lovett, M., Mahone, E.M., Willcutt, E., Wolf, M., Ring, S.M., Gruen, J.R. (2015). The polymorphic transcriptional regulatory element READ1 epistatically influences reading and language, with both deleterious and protective alleles. Journal of Medical Genetics.

Wolf, M., Gottwald,S., Galyean, T., & Morris, R. (2015). The reading brain, global literacy: Implications for the socially excluded peoples of the world. In J. Sachs (Ed.), Proceedings from the Socially Excluded Peoples Meeting, Pontifical Academy of Social Sciences. Rome: Vatican Academy of Social Sciences.

Wolf, M. , Gottwald, S., Galyean, T., Morris, R., & Breazeal, C. (2014). How an understanding of the brain can contribute to the eradication of poverty in the 21st century. In A. Battro (Ed.) Proceedings for the Bread and Brain meeting of the Pontifical Academy of Sciences. Rome: Vatican Academy of Sciences.

Norton, E. S. & Wolf, M. (2012). Rapid Automatized Naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology. 63. DOI:10.1146/annurev psy120710-100431.

Wolf, M. & Gottwald, S. (2012). The unfolding legacy of Carol Chomsky: How insights into child language changed the development of written language. Chapter in N. Chomsky and M. Piatelli-Palmerini (Eds.), Festschrift for Carol Chomsky.Cambridge, England: Cambridge University Press.

Moritz, C., Yapolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2012). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing.

Morris, R., Lovett, M., Wolf, M. et al. (2012). Multi-component approaches to reading intervention. Journal of Learning Disabilities. 45 (2), 99-127.

Wolf, M. (2010) The RAVE-O Program. Longview, CO: Cambium/ Sopris Learning

Wolf, M. & Barzillai, M. (2009). The importance of "deep reading" in a digital culture. Educational Leadership. (Special Issue on Future of Literacy) 66, 6, p. 32-35.

Wolf, M., Barzillai, M., Miller, L., Gottwald, S., Spencer, K., Norton, E. (2009). The RAVE-O Intervention: Connecting neuroscience to classroom practice. Mind, Brain, and Education. Special Issue. 3(2), p. 84-93.

Wolf, M., Barzillai, M., Miller, L., Gottwald, S., Spencer, K., Norton, E. (2009). The RAVE-O Intervention: Connecting neuroscience to classroom practice. Mind, Brain, and Education. Special Issue. 3(2), p. 84-93.

Wolf, M., Miller, L., & Donnelly, K. (2000). RAVE-O: A comprehensive fluency-based reading intervention program. Journal of Learning Disabilities, 33, p. 375-386. (Special Issue on the Double-Deficit Hypothesis: Special Issue Editors: M. Wolf & P. Bowers).

Misra, M., Katzir, T., Wolf, M. & Poldrack, P. (2004). Neural systems underlying Rapid Automatized Naming (RAN) in skilled readers: An fMRI investigation.
Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading. (Special Issue : E. Kameenui & D. Simmons).

Wolf, M., & Bowers, P. (1999). The "Double-Deficit Hypothesis" for the developmental dyslexias. Journal of Educational Psychology, 91, 1-24.


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