Stephanie Del Tufo

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Assistant Professor

University of Delaware

United States

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About

Stephanie Del Tufo is an Assistant Professor at the University of Delaware, USA. Her research focuses on the intersections of literacy, cognitive development, and educational psychology, as evidenced by her recent articles exploring the impact of peer victimization, memory on math skills, and the influence of text characteristics on reading comprehension. Additionally, she investigates the effects of socioeconomic factors on language learners and the cognitive processes involved in reading fluency. With a dedication to understanding literacy challenges and supports, her work contributes significantly to the field of educational research.

Recent Grants

Grant: Close

NEUROBIOLOGY OF READING COMPENSATION

Open Date: 2021-08-20

Close Date: 2023-07-31

Grant: Close

Directly testing the magnocellular theory of dyslexia

Open Date: 2018-09-30

Close Date: 2023-06-30

Grant: Close

Early Academic Achievement and Intervention Response: Role of Executive Function

Open Date: 2018-09-20

Close Date: 2024-07-31

Articles (12)

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2024

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2024

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2023

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2022

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2022

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2022

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2022

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2022

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2021

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2020

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2020

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2020

Collaborators (2)

F. Sayako Earle

Assistant Professor

University of Delaware

UNITED STATES

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MARIE BANICH

University of Colorado Boulder

UNITED STATES

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Stephanie Del Tufo

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (12)

A systematic literature review on the link between peer victimization and literacy during adolescence

Declarative memory supports children’s math skills: A longitudinal study

Rapid Interactions of Widespread Brain Networks Characterize Semantic Cognition

Virtual Reality Water Maze Navigation in Children with Neurofibromatosis Type 1 and Reading Disability: an Exploratory Study

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality

The influence of orthographic depth on multilinguals’ neural networks

Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy

Relational uncertainty: Does parental perception of adopted children's academic success change over time?

Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder

Left posterior prefrontal regions support domain-general executive processes needed for both reading and math

Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency

Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia

Collaborators (2)

F. Sayako Earle

MARIE BANICH

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