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Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement

Child development, 2015-05, Vol.86 (3), p.945-954

2015

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Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

Developmental psychology, 2007-07, Vol.43 (4), p.947-959

2007

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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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The Cognitive Development of Reading and Reading Comprehension

1, 2016

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Improving literacy in America: Guidelines from research

2005

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Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

American annals of the deaf (Washington, D.C. 1886), 2019, Vol.163 (5), p.596-618

2019

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Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems

Prevention science, 2019-01, Vol.20 (1), p.89-99

Connor, Carol McDonald

2019

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Preschool Instruction and Children's Emergent Literacy Growth

Journal of educational psychology, 2006-11, Vol.98 (4), p.665-689

2006

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Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice

Reading research quarterly, 2020-09, Vol.55 (S1), p.S197-S206

2020

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The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study

Reading & writing, 2020-03, Vol.33 (3), p.511-545

2020

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Context and Implications Document for: Improving writing skills through technology‐based instruction: a meta‐analysis

Review of education (Oxford), 2018-06, Vol.6 (2), p.202-204

2018

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Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development

Child development, 2009-01, Vol.80 (1), p.77-100

2009

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Current state of knowledge: language and literacy of children with hearing impairment

Ear and hearing, 2007-12, Vol.28 (6), p.740-753

2007

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Algorithm-Guided Individualized Reading Instruction

Science (American Association for the Advancement of Science), 2007-01, Vol.315 (5811), p.464-465

2007

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Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?

The Elementary school journal, 2023-12, Vol.124 (2), p.245-269

2023

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The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: is there an added value for early implantation?

Ear and hearing, 2006-12, Vol.27 (6), p.628-644

2006

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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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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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Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes

Assessment for effective intervention, 2021-09, Vol.46 (4), p.292-303

2021

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Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk During Literacy Instruction Using COLT

Scientific studies of reading, 2020-09, Vol.24 (5), p.411-433

2020

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African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation

Journal of speech, language, and hearing research, 2006-08, Vol.49 (4), p.771-792

2006

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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

Journal of school psychology, 2005-10, Vol.43 (4), p.343-375

2005

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Differentiated Instruction: Making Informed Teacher Decisions

The Reading teacher, 2012-12, Vol.66 (4), p.303-314

2012

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Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children

Journal of deaf studies and deaf education, 2015-10, Vol.20 (4), p.343-355

2015

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Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade

American journal of speech-language pathology, 2012-02, Vol.21 (1), p.78-86

2012

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Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement

Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade

The Cognitive Development of Reading and Reading Comprehension

Improving literacy in America: Guidelines from research

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems

Preschool Instruction and Children's Emergent Literacy Growth

Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice

The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study

Context and Implications Document for: Improving writing skills through technology‐based instruction: a meta‐analysis

Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development

Current state of knowledge: language and literacy of children with hearing impairment

Algorithm-Guided Individualized Reading Instruction

Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?

The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: is there an added value for early implantation?

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

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

Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes

Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk During Literacy Instruction Using COLT

African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation

Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

Differentiated Instruction: Making Informed Teacher Decisions

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children

Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade

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