Selected Books: 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). Selected Publications: 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.