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Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8

Reading & writing, 2015-01, Vol.28 (1), p.57-104

2015

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Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

School psychology review, 2008-03, Vol.37 (1), p.18-37

2008

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Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings

American educational research journal, 2003-07, Vol.40 (2), p.447-494

2003

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A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law

Educational policy (Los Altos, Calif.), 2020-11, Vol.34 (7), p.1036-1068

2020

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Teaching morphemic and contextual analysis to fifth-grade students

Reading research quarterly, 2002-04, Vol.37 (2), p.150-176

2002

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Ode to Zig (and the Bard): In Support of an Incomplete Logical-Empirical Model of Direct Instruction

Perspectives on behavior science, 2021-09, Vol.44 (2-3), p.285-305

Kame’enui, Edward J.

2021

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Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Learning disability quarterly, 2016-11, Vol.39 (4), p.226-239

2016

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Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1–3

Journal of school psychology, 2012-12, Vol.50 (6), p.737-758

2012

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Indexing Response to Intervention: A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade

Journal of learning disabilities, 2008-03, Vol.41 (2), p.158-173

2008

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The Adequacy of Tools for Assessing Reading Competence: A Framework and Review

Educational researcher, 2006-05, Vol.35 (4), p.3-11

2006

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The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade

Reading & writing, 2013-09, Vol.26 (8), p.1289-1316

2013

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Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade

Assessment for effective intervention, 2019-06, Vol.44 (3), p.147-159

2019

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Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance: An Essential Mechanism for Effective RTI

The Elementary school journal, 2011-12, Vol.112 (2), p.332-355

2011

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Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students

Reading & writing, 2015-01, Vol.28 (1), p.105-130

2015

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The Impact of Oregon Reading First on Student Reading Outcomes

The Elementary school journal, 2011-12, Vol.112 (2), p.307-331

2011

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Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

School psychology review, 2008-01, Vol.37 (3), p.391-408

2008

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Schools engaged in school-wide reading reform: an examination of the school and individual student predictors of kindergarten early reading outcomes

School effectiveness and school improvement, 2009-03, Vol.20 (1), p.1-25

2009

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Using Explicit and Systematic Instruction Across Academic Domains

Teaching exceptional children, 2016-07, Vol.48 (6), p.273-274

2016

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Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention

Journal of learning disabilities, 2004-03, Vol.37 (2), p.90-104

2004

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An Examination of the Relation of Nonsense Word Fluency Initial Status and Gains to Reading Outcomes for Beginning Readers

School psychology review, 2010-12, Vol.39 (4), p.631-653

2010

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Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis

Journal of learning disabilities, 2008-03, Vol.41 (2), p.174-188

2008

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Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity

Journal of learning disabilities, 2007-07, Vol.40 (4), p.331-347

2007

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AN ODE TO CLARITY IN COMMUNICATING THE WRITTEN WORD ON RESEARCH: A Synopsis of the IES “REL Program Writers Guide and Style Guide” (May 2015)

The Elementary school journal, 2017-03, Vol.117 (3), p.340-344

2017

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A New Paradigm; Responsiveness to Intervention

Teaching exceptional children, 2007-05, Vol.39 (5), p.6-7

Kame'enui, Edward J.

2007

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Schools as Host Environments: Toward a Schoolwide Reading Improvement Model

Annals of dyslexia, 2000-01, Vol.50 (1), p.33-51

2000

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Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8

Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings

A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law

Teaching morphemic and contextual analysis to fifth-grade students

Ode to Zig (and the Bard): In Support of an Incomplete Logical-Empirical Model of Direct Instruction

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1–3

Indexing Response to Intervention: A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade

The Adequacy of Tools for Assessing Reading Competence: A Framework and Review

The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade

Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade

Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance: An Essential Mechanism for Effective RTI

Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students

The Impact of Oregon Reading First on Student Reading Outcomes

Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

Schools engaged in school-wide reading reform: an examination of the school and individual student predictors of kindergarten early reading outcomes

Using Explicit and Systematic Instruction Across Academic Domains

Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention

An Examination of the Relation of Nonsense Word Fluency Initial Status and Gains to Reading Outcomes for Beginning Readers

Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis

Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity

AN ODE TO CLARITY IN COMMUNICATING THE WRITTEN WORD ON RESEARCH: A Synopsis of the IES “REL Program Writers Guide and Style Guide” (May 2015)

A New Paradigm; Responsiveness to Intervention

Schools as Host Environments: Toward a Schoolwide Reading Improvement Model

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