Classes will continue through remote delivery of instruction remainder of Spring 2020 semester. Many employees are working remotely; as a result, some services may be modified or limited. Updates at mtsu.edu/coronavirus.
Center for Dyslexia Tennessee Center for the Study and Treatment of Dyslexia
Odegard, T. N., Farris, E. A., Middleton, A. E., Oslund, E., & Rimrodt-Frierson, S.
(in press). 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.
McMahan, 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. https://doi.org/10.1007/s11881-018-00174-2
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. https://doi.org/10.1371/journal.pone.0198791
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. https://doi.org/10.1007/s11881-018-0157-y
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. https://doi.org/10.1007/s11881-017-0148-4
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. https://doi.org/10.1080/87565641.2016.1158264
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. https://doi.org/10.177/0956797614544511
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. https://doi.org/10.1177/0741932511435175
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. https://doi.org/10.1080/13554794.2010.532141
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. https://doi.org/10.1007/s11881-008-0014-5