About Dr. Denton

CAROLYN A. DENTON, PH.D. PROFESSOR OF PEDIATRICS & THE MEG AND DICK WEEKLEY CHAIR IN CHILDHOOD READING AND LEARNING


Dr. Carolyn Denton is a Professor of Pediatrics in the Children’s Learning Institute, part of the Department of Pediatrics at the University of Texas Health Science Center at Houston, where she holds the Meg and Dick Weekley Endowed Chair in Childhood Reading and Learning. Dr. Denton is a former teacher. She taught Grades 1, 3, and 4, and reading intervention. Before that, she was a music teacher!

Dr. Denton’s research focuses on the prevention and remediation of reading difficulties and disabilities, including dyslexia, in children in kindergarten through grade 12. Her research projects examine treatments for children who have both ADHD and reading difficulties, interventions for children in grades K-3 with or at-risk for reading disabilities, the effects on reading of the treatment of convergence insufficiency syndrome (a vision condition), and adolescent reading engagement and reading comprehension. Her research is funded by grants from the National Institutes of Health and the US Department of Education.

Dr. Denton has served on several advisory committees, including the expert panel convened by the US Department of Education to produce the What Works Clearinghouse Practice guide on Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade.

Dr. Denton is the author or co-author of numerous articles, book chapters, and four books on these and related topics. She has also consulted, trained teachers and administrators, and presented her research across the United States and in Europe and Asia.

 

Some of Dr. Denton’s notable publications are:

Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-182.

Denton, C.A., Fletcher, J.M., Anthony, J.L., & Francis, D.J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39, 447-466.

Denton, C.A., Nimon, K., Mathes, P.G., Swanson, E.A., Kethley, C.,Kurz, T., & Shih, M. (2010). The effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children76, 394-416.

Denton, C.A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45, 232-243.

Denton, C.A., Tolar, T.D., Fletcher, J.M., Barth, A.E., Vaughn, S., & Francis, D.J. (2013) Effects of Tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders. Journal of Educational Psychology, 105, 633-648.

Denton, C.A., Fletcher, J.M., Taylor, W.P., Barth, A.E., & Vaughn, S. (2014). An experimental evaluation of guided reading and explicit intervention for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7, 268-293.

Denton, C.A., Enos, M., York, M.J., Francis, D.J., Barnes, M.A. Kulesz, P.A., Fletcher, J.M., & Carter, S. (2015). Text processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50, 393-416.

Tamm, L., Denton, C.A., Epstein, J.N., Schatschneider, C., Taylor, H., Arnold, L.E., Bukstein, O., Anixt, J., Koshy, A,M, Newman, N.C., Maltinsky, J., Brinson, P., Loren, R.E.A., Prasad, M.R., Ewing-Cobbs, L., & Vaughn, A. (2017). Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. Journal of Consulting and Clinical Psychology. Electronic version with print version forthcoming.