http://www.nrcld.org/symposium2003/vellutino/bio.html

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Frank R. Vellutino of the University at Albany presented this invited paper during the symposium.

Frank Vellutino is professor of psychology, the University at Albany, the State University of New York. He is also director of the University’s Child Research and Study Center. Most of his research has focused on reading development, the cognitive underpinnings of reading, and the relationship between reading difficulties and various aspects of language, and other cognitive functions. This research has generated numerous articles in refereed journals, in addition to a book and numerous book chapters addressing the causes and correlates of reading difficulties in young children. His most recent studies have addressed the development of predictive, assessment, and remedial procedures for correcting and preventing long term reading difficulties in children at risk for early reading difficulties.