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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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Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Journal of speech, language, and hearing research, 2015-08, Vol.58 (4), p.1306-1318

2015

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Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success

The Journal of Negro education, 2016, Vol.85 (2), p.129-142

2016

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Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities

Exceptional children, 2017-10, Vol.84 (1), p.97-115

2017

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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Educational Psychology Review, 2016-09, Vol.28 (3), p.551-576

2016

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Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition

Journal of educational psychology, 2015-02, Vol.107 (1), p.79-95

2015

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Same or Different: How Bilingual Readers Can Help Us Understand Bidialectal Readers

Topics in language disorders, 2018, Vol.38 (1), p.50-65

2018

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Towards an understanding of dimensions, predictors, and gender gap in written composition

Journal of educational psychology, 2015-02, Vol.107 (1), p.79-95

2015

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Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition

Journal of educational psychology, 2015-02, Vol.107 (1), p.79

2015

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Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4

Reading & writing, 2017-06, Vol.30 (6), p.1287-1310

2017

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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

Reading & writing quarterly, 2016-01, Vol.32 (5), p.477-498

2016

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

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

2018

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The Impact of Transcription Writing Interventions for First-Grade Students

Reading & writing quarterly, 2017-09, Vol.33 (5), p.484-499

2017

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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4

Reading & writing, 2017-06, Vol.30 (6), p.1287

2017

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Revisiting the Fourth-Grade Slump among Black Children

The Elementary school journal, 2023-03, Vol.123 (3), p.414-436

2023

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Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Intervention in school and clinic, 2023-09, Vol.59 (1), p.20-28

2023

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“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic

Journal of educational change, 2023-08

2023

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English BESA Morphosyntax Performance among Spanish-English Bilinguals Who Use African American English

Journal of speech, language, and hearing research, 2021-10, Vol.64 (10), p.3826-3842

2021

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Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading

The Elementary school journal, 2023-03, Vol.123 (3), p.414-436

2023

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Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence

The Elementary school journal, 2021-06, Vol.121 (4), p.609-634

2021

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Relations among elementary students' use of dialect and concurrent and subsequent reading outcomes

Gatlin, Brandy Tenille

2015

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Implementation of Tier 2 Reading Interventions in the Primary Grades

Handbook of Response to Intervention, p.329-340

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Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading

Grantee Submission, 2023

2023

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Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English

Handbook of Literacy in Diglossia and in Dialectal Contexts, p.477-491

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

Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success

Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition

Same or Different: How Bilingual Readers Can Help Us Understand Bidialectal Readers

Towards an understanding of dimensions, predictors, and gender gap in written composition

Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition

Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

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

The Impact of Transcription Writing Interventions for First-Grade Students

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4

Revisiting the Fourth-Grade Slump among Black Children

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic

English BESA Morphosyntax Performance among Spanish-English Bilinguals Who Use African American English

Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading

Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence

Relations among elementary students' use of dialect and concurrent and subsequent reading outcomes

Implementation of Tier 2 Reading Interventions in the Primary Grades

Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading

Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English

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