Carolyn Denton, Ph.D., Senior Scientist
Education & Training
Bachelor of Music, 1974
University of North Texas
Magna cum Laude
Master of Education, 1996
Texas A& M University
Texas A&M University
Carolyn Denton has conducted research on children with reading disabilities, ranging from intervention research on beginning readers and the instruction of decoding and foundation reading skills to research on middle school students struggling with comprehension. Dr. Denton's research on reading interventions for children with serious reading disabilities has included neuroimaging components that demonstrated changes in the patterns of brain processing with intensive reading intervention. Carolyn’s research has been supported with grants from the Institute of Education Sciences and the National Institute of Child Health and Human Development. Her more recent research examines interventions for children with comorbid ADHD and reading disability, and research on the role of visual impairments in reading. In her work, Carolyn has collaborated with many leading researchers in the field (David Francis, Jack Fletcher, and Sharon Vaughn). Her research has included randomized trials and difficult to implement classroom based intervention studies.
Grimm, R.P., Solari, E.J., McIntyre, N.S., & Denton, C.A. (in press). Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction. Journal of School Psychology.
Solari, E.J., Denton, C.A., Petscher, Y., & Haring, C. (2018). A pilot study of “Reading RULES,” A first grade Tier 2 intervention targeting both comprehension and decoding. Journal of Research on Educational Effectiveness, 11(2), 163-191.
Mano, Q. R., Jastrowski Mano, K. E., Guerin, J., Gibler, R., Becker, S., Epstein, J. N., Denton, C. A., & Tamm, L. (2018). Fluid reasoning and reading difficulties among children with ADHD. Applied Neuropsychology: Child.
Denton, C.A., York, M.J., Francis, D.J., Haring, C., Ahmed, Y., & Bidulescu, A. (2017). An investigation of an intervention approach to promote inference generation by adolescent poor comprehenders. Learning Disabilities Research & Practice. 32(2), 85-98.
Mano, Q. R., Jastrowski Mano, K. E., Tamm, L., Denton, C. A., & Esptein, J. N. (2017). Gender moderates association between emotional-behavioral problems and text comprehension in children with both reading difficulties and ADHD. Psychology in the Schools, 54.5 (2017): 504-518.
Solari, E. J., Denton, C. A., & Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. TEACHING Exceptional Children, 49(3), 149-159.
1986-1988 Instructor, Trinidad State Junior College
Department of Music, Trinidad, Colorado
2001-2003 Research Assistant Professor
University of Texas Health Science Center Houston-Medical School, Department of Pediatrics, Center for Academic and Reading Skills
2003-2007 Assistant Professor
University of Texas at Austin, Department of Special Education
2007- 2013 Associate Professor
University of Texas Health Science Center Houston-Medical School, Department of Pediatrics, Children’s Learning Institute
University of Texas Health Science Center Houston-McGovern Medical School, Department of Pediatrics, Children’s Learning Institute
- Society for Research on Educational Effectiveness
- International Dyslexia Association
- Society for the Scientific Study of Reading
- Council for Exceptional Children