As a doc student and later as a UNC researcher, Marnie has the rare opportunity to develop an early reading intervention to be examined in a series of quasi-experimental research studies funded by the U.S. Institute of Education Sciences. Teachers in high-poverty, rural communities work with struggling readers using her new reading approach and also receive webcam-based coaching from Marnie and other literacy consultants. Multiple research articles in journals such as the Elementary School Journal, Journal of Educational Psychology, and Journal of Learning Disabilities, show strong outcomes for these readers, with effect sizes from .4 to .7, including comprehension.
