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A Longitudinal Analysis of the Connection Between Oral Language and Early Reading

The Journal of educational research (Washington, D.C.), 2002-05, Vol.95 (5), p.259-272

2002

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Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework

The Elementary school journal, 2011-06, Vol.111 (4), p.585-607

2011

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Fluency Has a Role in the Simple View of Reading

Scientific studies of reading, 2013-03, Vol.17 (2), p.108-133

2013

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Validation of a Supplemental Reading Intervention for First-Grade Children

Journal of learning disabilities, 2010-09, Vol.43 (5), p.402-417

2010

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Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades

Assessment for effective intervention, 2021-03, Vol.46 (2), p.99-109

2021

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A Professor Goes to Washington: An Open Letter to Colleagues

Remedial and special education, 2015-03, Vol.36 (2), p.112-115

Speece, Deborah L.

2015

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Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

Learning disability quarterly, 2017-05, Vol.40 (2), p.68-80

2017

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Prediction and Stability of Reading Problems in Middle Childhood

Journal of learning disabilities, 2015-05, Vol.48 (3), p.298-309

2015

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Identifying Children in Middle Childhood Who Are at Risk for Reading Problems

School psychology review, 2010-06, Vol.39 (2), p.258-276

2010

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Classification in Context: An Alternative Approach to Identifying Early Reading Disability

Journal of educational psychology, 2001-12, Vol.93 (4), p.735-749

2001

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A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure

Journal of learning disabilities, 2005-09, Vol.38 (5), p.387-399

2005

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From letter names to word reading: The nascent role of sublexical fluency

Contemporary educational psychology, 2006-07, Vol.31 (3), p.301-327

2006

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Hitting the Moving Target Known as Reading Development: Some Thoughts on Screening Children for Secondary Interventions

Journal of learning disabilities, 2005-11, Vol.38 (6), p.487-493

Speece, Deborah L.

2005

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Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students

Exceptional children, 2012, Vol.78 (3), p.318-334

2012

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Reciprocal Teaching Goes to College: Effects for Postsecondary Students at Risk for Academic Failure

Journal of educational psychology, 1998-12, Vol.90 (4), p.670-681

1998

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A Second-Order Conditionally Linear Mixed Effects Model With Observed and Latent Variable Covariates

Structural equation modeling, 2012-01, Vol.19 (1), p.118-136

2012

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Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill

The Journal of special education, 2003, Vol.36 (4), p.223-233

2003

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Treatment Validity as a Unifying Construct for Identifying Learning Disabilities

Learning disability quarterly, 2002-02, Vol.25 (1), p.33-45

2002

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The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

School psychology review, 2003-12, Vol.32 (4), p.557-582

2003

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The contribution of oral language skills to the development of phonological awareness

Applied psycholinguistics, 2002-09, Vol.23 (3), p.399-416

2002

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Growth in early reading skills from kindergarten to third grade

Contemporary educational psychology, 2004-07, Vol.29 (3), p.312-332

2004

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Research on classroom ecologies: Implications for inclusion of children with learning disabilities

1996

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Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification

Learning disabilities research and practice, 2003-08, Vol.18 (3), p.147-156

2003

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Assessing More than You Teach: The Difficult Case of Transfer

Reading & writing, 2007-08, Vol.20 (6), p.539-552

2007

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The relevance of oral language skills to early literacy: A multivariate analysis

Applied psycholinguistics, 1999-06, Vol.20 (2), p.167-190

1999

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A Longitudinal Analysis of the Connection Between Oral Language and Early Reading

Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework

Fluency Has a Role in the Simple View of Reading

Validation of a Supplemental Reading Intervention for First-Grade Children

Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades

A Professor Goes to Washington: An Open Letter to Colleagues

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

Prediction and Stability of Reading Problems in Middle Childhood

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems

Classification in Context: An Alternative Approach to Identifying Early Reading Disability

A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure

From letter names to word reading: The nascent role of sublexical fluency

Hitting the Moving Target Known as Reading Development: Some Thoughts on Screening Children for Secondary Interventions

Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students

Reciprocal Teaching Goes to College: Effects for Postsecondary Students at Risk for Academic Failure

A Second-Order Conditionally Linear Mixed Effects Model With Observed and Latent Variable Covariates

Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill

Treatment Validity as a Unifying Construct for Identifying Learning Disabilities

The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

The contribution of oral language skills to the development of phonological awareness

Growth in early reading skills from kindergarten to third grade

Research on classroom ecologies: Implications for inclusion of children with learning disabilities

Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification

Assessing More than You Teach: The Difficult Case of Transfer

The relevance of oral language skills to early literacy: A multivariate analysis

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