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Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

Reading & writing, 2020-03, Vol.33 (3), p.605-634

2020

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A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

Topics in Early Childhood Special Education, 2021-11, Vol.41 (3), p.221-235

2021

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Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions

Exceptional Children, 2024-01, Vol.90 (2), p.126-147

2024

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Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder

Developmental neuroscience, 2022-01, Vol.44 (6), p.651-670

2022

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Identifying Dyslexia: Link between Maze Learning and Dyslexia Susceptibility Gene, DCDC2, in Young Children

Developmental neuroscience, 2021-01, Vol.43 (2), p.116-133

2021

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Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study

Research in developmental disabilities, 2021-08, Vol.115, p.103990-103990, Article 103990

2021

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Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

Intervention in school and clinic, 2023-09, Vol.59 (1), p.29-39

2023

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Science of Reading in Special Education Teacher Preparation

Intervention in school and clinic, 2023-09, Vol.59 (1), p.5-8

2023

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An observation study of mathematics instruction for students with IDD in grades K-2

Research in developmental disabilities, 2023-10, Vol.141, p.104591, Article 104591

2023

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Impact of the COVID-19 Pandemic on Instructional Experiences of Students With Intellectual and Developmental Disability

The Journal of special education, 2023-11, Vol.57 (3), p.162-170

2023

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Enhancing Early Numeracy Skills of Children with Severe Disabilities and Complex Communication Needs

Education and training in autism and developmental disabilities, 2020-09, Vol.55 (3), p.277-289

2020

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The Engaged Learners Program: Effects on Student Engagement During Small Group Reading Instruction

Behavior modification, 2024-03, Vol.48 (2), p.150-181

2024

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The influence of language knowledge and test components on reading comprehension scores

Annals of dyslexia, 2021-07, Vol.71 (2), p.238-259

2021

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Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

Journal of learning disabilities, 2018-03, Vol.51 (2), p.108-123

2018

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Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance

Intervention in school and clinic, 2021-09, Vol.57 (1), p.23-31

2021

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Special Educators’ Training and Preparedness to Write Individualized Education Programs

Teacher education and special education, 2024-05, Vol.47 (2), p.161-179

2024

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Examining and Enhancing the Methodological Quality of Nonconcurrent Multiple-Baseline Designs

Perspectives on behavior science, 2022-09, Vol.45 (3), p.651-660

2022

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Development of First-Graders’ Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?

Journal of learning disabilities, 2017-01, Vol.50 (1), p.95-112

2017

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Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies

Journal of behavioral education, 2023-04

2023

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Data-Based Individualization in Reading: Tips for Successful Implementation

Intervention in school and clinic, 2019-11, Vol.55 (2), p.113-119

2019

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Exploring Individual Differences in Irregular Word Recognition Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Journal of educational psychology, 2017-01, Vol.109 (1), p.51-69

2017

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Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Journal of learning disabilities, 2016-07, Vol.49 (4), p.368-394

2016

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Development of First-Graders' Word Reading Skills

Journal of learning disabilities, 2017-01, Vol.50 (1), p.95

2017

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Teacher Use of Evidence-Based Practices in Juvenile Justice Settings: A National Survey

Journal of correctional education (1974), 2023-01, Vol.74 (1), p.60-88

2023

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Leveraging Moderation and Mediation to Examine Individual Differences in Special Education Research

Handbook of Special Education Research, Volume I, 2022, p.158-170

1, 2022

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Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions

Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder

Identifying Dyslexia: Link between Maze Learning and Dyslexia Susceptibility Gene, DCDC2, in Young Children

Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study

Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

Science of Reading in Special Education Teacher Preparation

An observation study of mathematics instruction for students with IDD in grades K-2

Impact of the COVID-19 Pandemic on Instructional Experiences of Students With Intellectual and Developmental Disability

Enhancing Early Numeracy Skills of Children with Severe Disabilities and Complex Communication Needs

The Engaged Learners Program: Effects on Student Engagement During Small Group Reading Instruction

The influence of language knowledge and test components on reading comprehension scores

Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Examining and Enhancing the Methodological Quality of Nonconcurrent Multiple-Baseline Designs

Development of First-Graders’ Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?

Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies

Data-Based Individualization in Reading: Tips for Successful Implementation

Exploring Individual Differences in Irregular Word Recognition Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Development of First-Graders' Word Reading Skills

Teacher Use of Evidence-Based Practices in Juvenile Justice Settings: A National Survey

Leveraging Moderation and Mediation to Examine Individual Differences in Special Education Research

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