The Windward Institute Co-Authors Paper on In-School Neuroscience Research

Under the leadership of The Windward Institute, The Windward School joined the Haskins Global Literacy Hub as a pioneering partner for an in-school neuroscience study, which leverages the expertise of scientists and educators to better understand reading outcomes in students. The collaboration was published in the Journal of Research in Reading titled, Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading, featuring co-authors from The Windward Institute, Dr. John J. Russell, Annie Stutzman, Danielle Scorrano, and Najah Frazier.

The paper and partnership between scientists from Haskins Laboratories and Haskins Global Literacy Hub, The Windward School, The University of Connecticut, and AIM Academy seeks to inform the broader education community about the purpose of in-school neuroscience, address student response to reading interventions, and highlight the benefits of bi-directional translation between scientists and educators.

“When The Windward Institute was created, we aspired to not only disseminate and utilize research, but to also conduct our own research to help advance knowledge of how students learn best,” explained Dr. Russell, Special Projects Advisor to The Windward Institute. “The publication of this article is another significant step to achieving that goal, and it further burnished Windward’s already stellar reputation as a leader in special education. Congratulations to our colleagues at Haskins, especially principal investigator, Dr. Nicole Landi, The Windward Institute team, and the entire Windward community who made this possible.”

Head of The Windward School Jamie Williamson, EdS, shared, “At Windward, we know that there are far more than the 1,000 students who walk through our doors each day who need our help. This study marks a critical step in moving toward using brain-based research to inform educational programs and the early identification of reading disabilities, which has the potential to greatly improve literacy outcomes for all children.”

Access the Study Abstract on Wiley Online Library Here