Emily J. Solari Executive Director, Reading and Academic Development Center, Associate Professor
Emily J. Solari is associate professor of education. She serves as the director of the Reading and Academic Development Center and is an affiliated faculty member at the MIND Institute. Her research focuses on language and reading development in students considered at risk for reading failure, including Spanish-speaking English learners who also have reading difficulties or a reading disability. Her current research project stems from a four year grant from the Institute of Education Sciences (IES) testing the efficacy of Reading RULES, a program developed by Solari and colleagues for first-grade students who are at risk for reading difficulties in word reading and comprehension, in authentic classroom settings. Recently, she also received seed funding through the UC Davis Committee on Research to test the applicability of Building Vocabulary and Early Reading Strategies, an intervention develop with a previous IES grant, for use with elementary school-age children with autism spectrum disorders at-risk for comprehension difficulties.
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., Petscher, Y., Haring, C. (2017). A Pilot Study of “Reading RULES,” A First Grade Tier 2 Intervention Targeting Both Comprehension and Decoding. Journal of Research in Educational Effectiveness
Grimm, R.P., Solari, E.J., & Gerber, M.M. (2017). A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi: 10.1007/s11145-017-9798-1
Solari, E.J., McIntyre, N.M., Grimm, R.P., Swain-Lerro, L., Zajic, M., Mundy, P.C. (2017) The Relation between Text Reading Fluency and Reading Comprehension for Students with Autism Spectrum Disorders. Research in Autism Spectrum Disorders
McIntyre, N.S., Solari, E.J., Gonzales, J., Solomon, M., Swain-Lerro, L., Novotny, S., Oswald, T., & Mundy, P.C. (2017) The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with High Functioning Autism Spectrum Disorder. Journal of Autism and Developmental Disorders
McIntyre, N.S., Solari, E.J., Grimm, R.P., Swain-Lerro, L., Gonzales, J., Mundy, P.C. (2017) A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders, 47(4), 1086-1101.
Solari, E.J., Denton, C.A., Haring, C. (2017) Supporting Struggling First Grade Readers in the Era of Common Core: Providing Integrated Instruction in Foundational Reading Skills and Reading Comprehension Teaching Exceptional Children, 49(3), 149-159.
Solari, E.J., Zucker, T.A., Landry, S., Williams, J. (2016). Relative Effects of a Comprehensive versus Reduced Training for Head Start Teachers who Serve Spanish-Speaking English Language Learners. Early Education and Development, 1-17.
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.