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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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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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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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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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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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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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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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Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats

Frontiers in psychology, 2023-08, Vol.14, p.1217085-1217085

2023

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IMPROVING KINDERGARTEN STUDENTS’ WRITING OUTCOMES USING PEER-ASSISTED STRATEGIES

The Elementary school journal, 2018-06, Vol.118 (4), p.680-710

2018

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Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

Journal of learning disabilities, 2012-09, Vol.45 (5), p.418-432

2012

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Promise and feasibility of teaching expository text structure: a primary grade pilot study

Reading & writing, 2018-11, Vol.31 (9), p.1997-2015

2018

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Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

The Elementary school journal, 2011-06, Vol.111 (4), p.535-560

2011

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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

Educational psychology review, 2014-09, Vol.26 (3), p.379-401

2014

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The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

Journal of learning disabilities, 2012-09, Vol.45 (5), p.406-417

2012

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Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Reading & writing, 2012, Vol.25 (1), p.109-129

2012

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Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

Exceptional children, 2011-06, Vol.77 (4), p.453-470

2011

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The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

Learning disability quarterly, 2014-08, Vol.37 (3), p.148-160

2014

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Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms

Exceptional children, 2002-04, Vol.68 (3), p.295-311

2002

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Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

Reading & writing quarterly, 2016-01, Vol.32 (5), p.454-476

2016

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PREDICTING KINDERGARTENERS' END-OF-YEAR SPELLING ABILITY BASED ON THEIR READING, ALPHABETIC, VOCABULARY, AND PHONOLOGICAL AWARENESS SKILLS, AS WELL AS PRIOR LITERACY EXPERIENCES

Learning disability quarterly, 2010-08, Vol.33 (3), p.171-183

2010

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Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough?

Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, 2005-12, Vol.13 (4), p.195-208

2005

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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?

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

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

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

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

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

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

Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats

IMPROVING KINDERGARTEN STUDENTS’ WRITING OUTCOMES USING PEER-ASSISTED STRATEGIES

Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

Promise and feasibility of teaching expository text structure: a primary grade pilot study

Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms

Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

PREDICTING KINDERGARTENERS' END-OF-YEAR SPELLING ABILITY BASED ON THEIR READING, ALPHABETIC, VOCABULARY, AND PHONOLOGICAL AWARENESS SKILLS, AS WELL AS PRIOR LITERACY EXPERIENCES

Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough?

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