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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade

Psychological science, 2013-08, Vol.24 (8), p.1408-1419

2013

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Establishing a Reading Mindset Measure: A Validation Study

Assessment for effective intervention, 2021-09, Vol.46 (4), p.281-291

2021

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The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk

The Elementary school journal, 2019-12, Vol.120 (2), p.220-242

2019

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Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention

Journal of learning disabilities, 2020-09, Vol.53 (5), p.327-331

2020

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Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Assessment for effective intervention, 2019-09, Vol.44 (4), p.241-255

2019

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Assessing Measurement Invariance Across Multiple Groups: When Is Fit Good Enough?

Educational and psychological measurement, 2022-06, Vol.82 (3), p.482-505

2022

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Inaugural Editorial

Journal of learning disabilities, 2018-03, Vol.51 (2), p.107-107

Al Otaiba, Stephanie

2018

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Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability

Focus on autism and other developmental disabilities, 2024-06, Vol.39 (2), p.71-83

2024

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Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

Journal of learning disabilities, 2018-07, Vol.51 (4), p.320-335

2018

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Evaluating the dimensionality of first-grade written composition

Journal of speech, language, and hearing research, 2014-02, Vol.57 (1), p.199-211

2014

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Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Exceptional children, 2014-01, Vol.80 (2), p.187-204

2014

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Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition

Journal of school psychology, 2020-04, Vol.79, p.43-62

2020

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A Note to the JLD Community in Response to the Pandemic

Journal of learning disabilities, 2020-07, Vol.53 (4), p.243-243

2020

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Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial With Teachers as Program Implementers

Journal of educational psychology, 2001-06, Vol.93 (2), p.251-267

2001

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Relations between reading and writing: a longitudinal examination from grades 3 to 6

Reading & writing, 2018-09, Vol.31 (7), p.1591-1618

2018

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The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

Language, speech & hearing services in schools, 2013-10, Vol.44 (4), p.337-347

2013

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Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

Early childhood research quarterly, 2013, Vol.28 (3), p.461-469

2013

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Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

Reading & writing, 2014-02, Vol.27 (2), p.213-236

2014

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Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

Educational research and evaluation, 2015-01, Vol.21 (1), p.40-59

2015

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Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

The Reading teacher, 2023-07, Vol.77 (1), p.47-58

2023

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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Reading & writing, 2014-02, Vol.27 (2), p.237-253

2014

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Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS

Frontiers in psychology, 2018-03, Vol.9, p.238-238

2018

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End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Reading & writing quarterly, 2017-01, Vol.33 (3), p.226-238

2017

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Heterogeneity in reading achievement and mindset of readers with reading difficulties

Reading & writing, 2023-01, Vol.36 (1), p.1-28

2023

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Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

Remedial and special education, 2021-04, Vol.42 (2), p.118-128

2021

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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade

Establishing a Reading Mindset Measure: A Validation Study

The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk

Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Assessing Measurement Invariance Across Multiple Groups: When Is Fit Good Enough?

Inaugural Editorial

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

Evaluating the dimensionality of first-grade written composition

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition

A Note to the JLD Community in Response to the Pandemic

Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial With Teachers as Program Implementers

Relations between reading and writing: a longitudinal examination from grades 3 to 6

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Heterogeneity in reading achievement and mindset of readers with reading difficulties

Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

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