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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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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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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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Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Language, speech & hearing services in schools, 2018-10, Vol.49 (4), p.829-842

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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Who Are the Young Children for Whom Best Practices in Reading Are Ineffective?: An Experimental and Longitudinal Study

Journal of learning disabilities, 2006-09, Vol.39 (5), p.414-431

2006

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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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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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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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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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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)

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

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

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

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

Who Are the Young Children for Whom Best Practices in Reading Are Ineffective?: An Experimental and Longitudinal Study

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

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

Data envelopment analysis (DEA) in the educational sciences

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

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