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The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level

The Elementary school journal, 2023-03, Vol.123 (3), p.437-456

2023

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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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Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis

Annals of dyslexia, 2019-04, Vol.69 (1), p.34-53

2019

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Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Journal of learning disabilities, 2021-05, Vol.54 (3), p.203-220

2021

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Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Journal of research on educational effectiveness, 2020-07, Vol.13 (3), p.408-429

2020

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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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Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools)

Grantee Submission, 2022-02, Vol.10 (2), p.1

2022

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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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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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Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?

Journal of research on educational effectiveness, 2024-07, Vol.17 (3), p.491-512

2024

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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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Effects of a Year Long Supplemental Reading Intervention for Students With Reading Difficulties in Fourth Grade

Journal of educational psychology, 2017-11, Vol.109 (8), p.1103-1119

2017

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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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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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Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments

The Elementary school journal, 2015-06, Vol.115 (4), p.593-613

2015

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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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The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level

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

Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Establishing a Reading Mindset Measure: A Validation Study

Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools)

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

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

Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?

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

Effects of a Year Long Supplemental Reading Intervention for Students With Reading Difficulties in Fourth Grade

A Note to the JLD Community in Response to the Pandemic

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

Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments

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

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