Faculty ProfileEMPHASIS AREA: LMS, LLC. Language and literacy development in both Spanish-speaking English learners and students considered at-risk for reading failure.
Emily J. Solari Director, Reading and Academic Development Center, Associate Professor
Emily J. Solari is associate professor of education. Her research focuses on language and literacy development in both Spanish-speaking English learners and students considered at-risk for reading failure.
Ph.D., University of California, Santa Barbara, 2007. Education.
Special Education, Disabilities and Risk Studies Emphasis
Interdisciplinary Cognitive Science and Human Development Emphasis
M.A., University of California, Santa Barbara, 2003. Education.
Special Education, Disabilities & Risk Studies Emphasis
“Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First Grade Children with Decoding and Comprehension Difficulties.” 2015-2019. Institute of Education Sciences, U.S. Department of Education (PI) – $3,500,000
“Development of Integrated Text Level Curricula for Kindergarten Through Second Grade Students.” 2010-2014. Institute of Education Sciences, U.S. Department of Education. (PI for subcontract to larger grant with Dennis Ciancio (PI) University of Tennessee) -$1,616,704
“First Grade Super-Readers: Intervention for the Prevention of Reading Comprehension and Decoding Difficulties in Young Children.” 2010-2013. Institute of Education Sciences, U.S. Department of Education. (PI for subcontract to larger grant Carolyn Denton (PI) University of Texas Health Science Center Houston) – $1,500,000
“Development of an Effective Professional Development Model for Migrant Head Start Teachers.” 2008-2012. Department of Health and Human Services. (Co-PI with Susan Landry) – $650,000
Assistant Professor, University of Texas Health Science Center Houston
Children’s Learning Institute
Division of Developmental Pediatrics
September 2006-August 2007
Post Doctoral Research Fellow, Lehigh University
Center for Promoting Research to Practice
Department of School Psychology
Solari, E.J., Denton, C.A., Haring, C. (in press) Supporting Struggling First Grade Readers in the Era of Common Core: Providing Integrated Instruction in Foundational Reading Skills and Reading Comprehension. Teaching Exceptional Children
Solari, E.J., Zucker, T.A., Landry, S., Williams, J. (in press). Relative Effects of a Comprehensive versus Reduced Training for Head Start Teachers who Serve Spanish-Speaking English Language Learners. Early Education and Development.
Solari, E.J., Petscher, Y., Folsom, J. (2014) Differentiating Literacy Growth of ELL students with LD from Other High-Risk Subgroups and General Education Peers: Evidence from Grades 3-10. Journal of Learning Disabilities. 47(4). 329-348.
Solari, E.J., Aceves, T., Richards-Tutor, C.A., Leafstedt, J., Filippini, A., Gerber, M. (2014). Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which early reading and language skills are better predictors? Psychology in the Schools, 51(2), 126-142.
Richards-Tutor, C.A., Solari, E.J., Leafstedt, J., Gerber, M.M., Filippini, A. (2013). Response to Intervention for English Learners: Examining Models for Determining Response and Nonresponse. Assessment for Effective Intervention, 38(3), 172-184.
Zucker, T.A., Solari, E.J., Landry, S.H., Swank, P.R. (2013). Effects of a brief tiered language intervention for pre-kindergarteners at risk. Early Education and Development, 24(3). 366-392.
Landry, S.H., Smith, K., Zucker, T.A., Swank, P., Crawford, A., Solari, E.J. (2011) The Effects of a Responsive Parenting Intervention on Parent-Child Interactions during Shared Book Reading, 44(5), 1335-1353.
Anthony, J. L., Aghara, R. G., Solari, E. J., Dunkelberger, M. J., & Williams, J. M. (2010) Quantifying phonological representation abilities in Spanish speaking preschool children. Applied Psycholinguistics.
Denton, C., Solari, E.J., Ciancio, D., Hecht, S., Swank, P.R. (2010) An Evaluation of Kindergarten Summer School Reading Program in High Poverty Urban Schools. Elementary School Journal. 110, 423-439.
Anthony, J.L., Solari, E.J., Branum-Martin, L., Williams, J. (2009) The relationship between alphabet knowledge, vocabulary and phonological awareness in Spanish-speaking preschool English language learners. Scientific Studies of Reading, 13, 535-564.
Solari, E. J. & Gerber, M.M. (2008) Early Comprehension Development of Spanish-speaking English Language Learners. Learning Disabilities Research and Practice, 23, 155-168.
Shapiro, E., Solari, E.J. Petscher, Y. (2008) Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment. Journal of Learning and Individual Differences, 18, 316-328.
Swanson, H.L., Rosko, K. Solari, E.J., Gerber, M.M (2007) Influence of oral language and phonological awareness on children’s bilingual reading. Journal of School Psychology 45, 361-376.
A $3.5 million grant to Emily Solari, assistant professor of education, will bring reading instruction to 100 first-grade classrooms in Sacramento, Yolo and other counties in the region as well as in Houston, Texas, by next fall.