NICHD-funded RCTs: students in RAVE-O outperformed peers on decoding, vocabulary, and comprehension.

Grade-at-intervention and learner profile predict outcomes. Three lenses every interventionist should hold.

Roughly a billion people lack basic literacy. This paper describes the Curious Learning model — and what happened when children with no school got research-based literacy apps.

Rewards can get compliance. This research shows what builds the real thing: competence, choice, and connection for striving readers.

Certain kinds of parental homework help predict helpless behaviors in struggling readers. Here's what the research suggests doing instead.

Risk profiles visible in kindergarten — including the double-deficit profile — stay stable over time. The case for screening early and acting early.

The major randomized trial behind RAVE-O's evidence base: gains on every basic reading skill, holding a year later — across IQ, SES, and race.

Why does naming colors quickly predict reading years later? The definitive review calls RAN 'a microcosm of the processes involved in reading.'

How do you turn findings about naming speed and the reading circuit into a daily lesson? This paper shows the blueprint — free to read.

You can train each subskill and still not get a fluent reader. This study explains why fluency must be taught as a connected whole.

Before 2001, fluency had no agreed definition. This paper gave it one — and mapped how to teach it, component by component.

The paper that first laid out RAVE-O's goals and principles — including its boldest aim: changing how children feel about words.

Some children have phonological deficits. Some have naming-speed deficits. Those with both struggle most — and need different teaching.

Before RAN was in screening batteries, it was a hypothesis. This is the longitudinal study that started the whole research program.