Ethan Scherer

Director, READS Lab

Harvard University

United States

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About

Dr. Ethan Scherer is the Director of the READS Lab at Harvard University, USA. His research primarily focuses on literacy interventions, family engagement in education, and the impact of educational technology on student learning outcomes. His recent publications investigate various aspects of content literacy and cognitive development in young children, aiming to inform effective educational practices and interventions.

Articles (11)

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2025

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2025

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2024

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2024

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2023

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2023

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2022

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2021

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2021

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2021

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2020

Collaborators (4)

James Kim

Professor of Education

Harvard University

UNITED STATES

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Rachel Romeo

Assistant Professor

University of Maryland at College Park

UNITED STATES

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Jackie Relyea

Assistant Professor

North Carolina State University

UNITED STATES

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Michael Mrazek

Research Associate Professor

University of Texas at Austin

UNITED STATES

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Ethan Scherer

Research Interests

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Articles (11)

Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention

Are Students on Track? Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes

Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

The Uncertain Role of Educational Software in Remediating Student Learning: Regression Discontinuity Evidence from Three Local Education Agencies

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

Neuroplasticity associated with changes in conversational turn-taking following a family-based intervention

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication

Replication and Extension of Family-Based Training Program to Improve Cognitive Abilities in Young Children

Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial

Collaborators (4)

James Kim

Rachel Romeo

Jackie Relyea

Michael Mrazek

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