Maryanne Wolf

wolf2020

Data di nascita 25 ottobre 1947
Luogo South Bend, IN, USA
Nomina 18 agosto 2020
Disciplina Neuroscienze cognitive e Educazione
Titolo Professor-in-Residence, Direttrice, Center for Dyslexia, Diverse Learners, and Social Justice

Principali premi, riconoscimenti e accademie
Premi più significativi per l'uso delle neuroscienze nella dislessia e nell'istruzione: International Dyslexia Association (Geschwind and Orton Awards), Australian Society for Learning Disabilities (Eminent Researcher of the Year), The Dyslexia Foundation (Einstein Award), Reading League (Benita Blachman Award for Application of Research into Practice), National Institute for Child Health and Human Development Shannon Award for Innovative Research, Windward Dyslexia Research Award. Premi per la ricerca e dottorati onorari: Fulbright Research Fellowship in Germania, Walter Ong Award, Christopher Columbus Award for Intellectual Discovery, Women in Science Award, Alice Garside Award, Margot Marek Award, Distinguished Scholar Award (Tufts University), Professional Achievement Award (St. Mary's College/Notre Dame), Livingston Fellow (Harvard), Chapman University Presidential Fellow. Premi più significativi per l'insegnamento: American Psychological Association, Massachusetts Psychological Association. Commissioni scelte: Stanford Center for Advanced Studies in the Behavioral Sciences, Canadian Children’s Literacy Foundation.

Riassunto dell’attività scientifica
Il mio programma di ricerca in neuroscienze cognitive e educazione indaga sullo sviluppo del cervello focalizzato sulla lettura e i principali ostacoli, dalla dislessia causata dalla genetica all'analfabetismo causato dall'ambiente e, più recentemente, alla regressione dell'apprendimento collegata alla pandemia. I miei colleghi ed io costruiamo modelli di sviluppo dei circuiti del cervello per quanto riguarda sulla lettura e modelli dei molteplici processi coinvolti nel suo sviluppo. Le implicazioni per l'educazione comprendono una concettualizzazione più completa della dislessia, nuove forme di valutazione e previsione precedenti all'inizio della fase di lettura e forme differenziali di intervento e istruzione che migliorano lo sviluppo dell'alfabetizzazione in ogni bambino, in qualsiasi cultura o ambiente. A livello globale, impieghiamo la conoscenza dei circuiti cerebrali coinvolti nella lettura per costruire tablet per promuovere l'alfabetizzazione in Etiopia, Uganda, Sud Africa, India e nelle regioni rurali degli USA in minori non alfabetizzati che non hanno scuole o istruzione inadeguata. Inoltre, contribuiamo a capire meglio la dislessia di origine genetica evidenziandone i marcatori nelle popolazioni meno studiate di bambini di origine latinoamericana e afroamericana. Infine, conduco ricerche sugli effetti differenziali della stampa e dei media digitali sullo sviluppo della lettura, in particolare lo sviluppo e l'elaborazione di processi di lettura profonda più esigenti dal punto di vista cognitivo (ad esempio, conoscenza di base, ragionamento analogico/inferenziale, empatia, analisi critica e intuizione). La plasticità intrinseca del cervello utilizzato per la lettura lo rende particolarmente vulnerabile ai cambiamenti, in particolare quelli causati dai mezzi digitali e dall'ambiente. Gli effetti della crisi del Covid-19 sull'apprendimento dei bambini hanno accelerato il mio studio degli effetti positivi e negativi della cultura digitale (in particolare sull'attenzione) e sul suo potenziale di cortocircuito degli aspetti chiave del cervello della lettura. Ciascuo di questi aspetti rappresenta uno sforzo interdisciplinare per affrontare problemi urgenti presenti nell'infanzia di tutto il mondo, in particolare tra i più emarginati.

Pubblicazioni principali
Libri: Wolf, M. (2007) Proust and the Squid: The Story and Science of the Reading Brain, New York: HarperCollins (14 Translations); Wolf, M. (2016) Tales of Literacy for the 21st Century, Oxford: Oxford University Press; Wolf, M. (2018) Reader, Come Home: The Reading Brain in a Digital World. New York: HarperCollins (11 translations).Pubblicazioni: Wolf, M. The future of reading in a digital world: Promise and Peril, to appear in Pontifical Academy of Social Sciences volume on Education: the Global Compact (Eds. S. Zamagni, M. Sánchez Sorondo, M. Suárez-Orozco); Wolf, M. (2020) The future of reading, Swiss Society for Future Studies, Swiss Academy of Humanities and Social Sciences; Wolf, M. (2020) The future of the reading brain. In The Future of Text: A 2020 Vision (Eds. Frode Hegland); Truong, D., Thuy et al., Wolf, M., & Gruen, J. (2019), Multivariate genome wide association study of rapid automatized naming and rapid alternating stimulus in Hispanic and African-American youth, Journal of Medical Genetics, 56(8):557-566; Wolf, M. (2019) The reading brain: The canary in the mind, Emerging Trends in the Social and Behavioral Sciences; Wolf, M. (2019) Dyslexia, da Vinci, and deep reading, in M. Rubery and L. Price (Eds), Further Reading, Oxford: Oxford University Press; Wolf, M. (2018) The science and poetry in learning (and teaching) to read. Phi Delta Kappan, 100(4), 13-17; Wolf, M. (2018). The “Forgotten Boys”: Promoting academic readiness for African-American males with dyslexia, Special Issue for Reading and Writing Quarterly, (Eds. S. Robinson & C. Thompson); Lovett, M., Frijters, J., Wolf, M., Steinbach, K., Sevcik, R., & Morris, R. (2017) Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes, Journal of Educational Psychology, 167:354-368; Wolf, M., Ullman-Shade, C., Gottwald, S. (2017), Lessons from the reading brain for reading development and dyslexia, Australian Journal of Learning Difficulties; Gottwald, S., Morris, R., Wolf, M., & Galyean, T. (2017) Bringing the bottom billion into basic literacy: How we can and why we must, New Directions for Child and Adolescent Development (158):93-104. Wolf, M., Gottwald, S., Breazeal, C., Galyean, T., & Morris, R. (2016); “I hold your foot”: Lessons from the reading brain for addressing the challenge of global literacy, in A.M. Battro, P. Lena, M. Sánchez Sorondo, & J. von Braun (Eds), Children and sustainable development (pp 225-238), Springer Verlag; Ozernov-Palchik, O., Wolf, M., & Patel, A.D. (2017), Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners, Journal of Experimental Child Psychology, Ozernov-Palchik, O., Norton, E.., Sideris, G., Beach, S., Wolf, M., Gabrieli, J., Gaab., N. (2016); Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading, Developmental Science; Wolf, M., Charles Taylor, Deep Reading, and the "Cracked Kettle", Berggruen Institute, November, 2016; Jacobson, L.A, Taylor, K., Lipkin, P., Boada, R., Frijters, 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; Wolf, M. (2016). Global literacy initiative: An update. Chapter in A. Battro, K. Fisher and M. L. Majadalani (Eds.), Mind, Brain and Education at ERICE: Ten Years, 213-218. Wolf, M., Gottwald, S., Galyean, T., Morris, R., & Breazeal, C. (2014) The reading brain, global literacy and the eradication of poverty, in A. Battro, I. Potrykus, & M. Sánchez Sorondo (eds), Bread and Brain, Education and Poverty, Pontifical Academy of Sciences, Vatican City; Wolf, M., Gottwald, S., Galyean, T., & Morris, R. (2013) Global literacy and socially excluded peoples, in J. Sachs & M. Sánchez Sorondo (eds), The Emergency of the Socially Excluded, Pontifical Academy of Social Sciences, Vatican City; Holper, L., Goldin, A.P., Shalom, D.E., Battro, A., Wolf, M. & Sigman, M. (2013). The teaching and the learning brain: A cortical hemodynamic marker of teacher-student interactions in the Socratic dialog, International Journal of Educational Research, 59, 1-10; Wolf, M. (2013), The wraith of memory, American Interest, IX, 1, 85-89; Pierce, M., Wechsler-Zimring, A., Noam, G., Wolf, M., & Katzir, T. (2013) Behavioral problems and reading difficulties among language minority and monolingual urban elementary school students, Reading Psychology, 34(2), 182-205; 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(11), 427-452, DOI:10.1146/annurev psy 120710-100431; Wolf, M. & Gottwald, S. (2012), The unfolding legacy of Carol Chomsky: How insights into child language changed the development of written language, in N. Chomsky and M. Piatelli-Palmerini (Eds.), Rich Languages, Poor Inputs, Oxford: Oxford University Press, Linguistics; Wolf, M. (2012) How the brain adapted itself to read: The first writing systems, in S. Blum (Ed.), Making sense of language, Oxford, England: Oxford University Press; Wolf, M. & Ullman-Shade, C. (2012), The emerging, evolving reading brain in a digital culture: Implications for new readers, children with reading difficulties, and children without schools, Journal of Cognitive Education and Psychology, 11(3), 230-240; Kovelman, I., Norton, E., Gaab, N., Christodoulou, I., Lieberman, D., Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. (2012), Brain basis of phonological awareness for auditory language in children and its dysfunction in dyslexia, Cerebral Cortex, 22(4), 754-764, DOI:10.1093/cercor/bhr094; Moritz, C., Yapolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2012), Links between early rhythm skills, musical training, and phonological awareness, Reading and Writing, 26(5), 739-769; W.M. (2011/print 2012), Multiple-component remediation for developmental reading disabilities: IQ, SES, and race as factors on remedial outcome, Journal of Learning Disabilities, 45(2), 99-127; Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R.D. (2011), Neurocognitive predictors of reading outcomes for children with reading disabilities, Journal of Learning Disabilities, 44 (2), 150-166; Wolf, M. (2010) The RAVE-O Program, A Curriculum for Reading Comprehension and Fluency, Longview, CO: Cambium/Sopris Learning; Wolf, M., Gottwald, S., Miller, L., Norton, E., & Galante, W. (2009), How the origins of the reading brain instruct our knowledge of reading intervention, chapter in P. McCardle & K. Pugh (Eds.), Helping children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia, Austin: Pro-Ed; 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. (2009), The importance of “deep reading” in a digital culture, Educational Leadership, (Special Issue on Future of Literacy) 66(6), 32-35; Wolf, M. (2008). Dyslexia and the Japanese reading brain. Translation into Japanese for Journal for Japanese Academy of Learning Disabilities; Wolf, M. (2008), A triptych of the reading brain: Evolution, development, pathology, and its intervention, chapter in A. Damasio, K. Fischer, & P. Lena, (Eds), The educated brain, Cambridge, UK: Cambridge University Press; Wolf, M., & O’Brien, B. (2006), From the Sumerians to images of the reading brain: Insights for reading theory and intervention, in Glenn D. Rosen (Ed.) The Dyslexic Brain: New Pathways in Neuroscience Discovery, pp 5-19. Timonium, MD: York Press; Wolf, M. (2005), “I have always been a teacher”, in W. Vufkist, B. Beins, C. Burke, T. Benson, R., Siney, and A. Amdstadter (Eds.), The teaching of psychology in autobiography: Perspectives from psychology’s best teachers, American Psychological Association; Wolf, M., O’Brien, B., Gottwald, S., & Christodoulou, J. (2005) Letters, neurons, and Pascal: A triptych of the reading brain’s evolution, development, pathology, and intervention, in K. Fischer & A. Battro (Eds.), Mind, Brain, and Education (p. 181-197), Cambridge, UK: Cambridge University Press; Wolf, M., & Ashby, J. (2005), A brief history of time, phonology, and other dimensions of developmental dyslexia, in K. Fischer, J. Bernstein, & M.H. Immordino-Young (Eds.), Mind, Brain, and Education in Learning Disorders, p. 61-79, Cambridge, UK: Cambridge University Press; Katzir, T., Breznitz, A., Shaul, S., & Wolf, M. (2004), Universal and the unique: A cross-linguistic investigation of reading and reading fluency in Hebrew- and English-speaking children with dyslexia, Journal of Reading and Writing, 17(7-8), 739-768; Misra, M., Katzir, T., Wolf, M. & Poldrack, P. (2004), Neural systems underlying Rapid Automatized Naming (RAN) in skilled readers: Unraveling the puzzle of RAN-reading relationships, Scientific Studies of Reading. Special Issue on Neuroanatomy of Reading, 8, 241-256.

Indirizzo professionale

University of California, Los Angeles
School of Education and Information Studies
2123 Moore Hall
Los Angeles, CA 90095
USA

Autopresentazione