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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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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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What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia

Reading research quarterly, 2023-04, Vol.58 (2), p.313-332

2023

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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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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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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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Data envelopment analysis (DEA) in the educational sciences

The Journal of experimental education, 2022, Vol.90 (4), p.1021-1040

2022

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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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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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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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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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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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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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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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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

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)

What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia

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

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?

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

Data envelopment analysis (DEA) in the educational sciences

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

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

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

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

Heterogeneity in reading achievement and mindset of readers with reading difficulties

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

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

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