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A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

Remedial and Special Education, 2019-06, Vol.40 (3), p.131-149

2019

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The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

Journal of learning disabilities, 2017-09, Vol.50 (5), p.576-590

2017

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Current Evidence on the Effects of Intensive Early Reading Interventions

Journal of learning disabilities, 2018-11, Vol.51 (6), p.612-624

2018

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Self‐Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes

Mind, brain and education, 2023-11, Vol.17 (4), p.362-372

2023

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Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities

Exceptional Children, 2021-07, Vol.87 (4), p.397-417

2021

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Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation

The Elementary school journal, 2023-09, Vol.124 (1), p.109-128

2023

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The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties

Journal of school psychology, 2024-08, Vol.105, p.101320, Article 101320

2024

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Language and reading comprehension for students with dyslexia: An introduction to the special issue

Annals of dyslexia, 2022-07, Vol.72 (2), p.197-203

2022

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Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers

Exceptional children, 2020-07, Vol.86 (4), p.430-448

2020

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Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

Remedial and special education, 2018-12, Vol.39 (6), p.327-340

2018

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The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5

Scientific studies of reading, 2020-09, Vol.24 (5), p.365-379

2020

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Teachers’ text use in middle school content-area classrooms

Reading & writing, 2022, Vol.35 (1), p.177-197

2022

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Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention

Exceptional children, 2023-04, Vol.89 (3), p.275-293

2023

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Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Journal of special education, 2024-11, Vol.58 (3), p.138-149

2024

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Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension

Reading & writing, 2022-10, Vol.35 (8), p.1839-1864

2022

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Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching

Reading & writing, 2021-05, Vol.34 (5), p.1143-1170

2021

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The Efficacy of Comprehension and Vocabulary Focused Professional Development on English Learners' Literacy

Journal of educational psychology, 2022-02, Vol.114 (2), p.257-272

2022

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Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books

The Elementary school journal, 2022-12, Vol.123 (2), p.318-343

2022

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Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students

Journal of adolescent & adult literacy, 2020-11, Vol.64 (3), p.311-322

2020

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Using Paraphrasing and Text Structure Instruction to Support Main Idea Generation

Teaching exceptional children, 2021-03, Vol.53 (4), p.300-308

2021

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The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes

Journal of research on educational effectiveness, 2024-04, Vol.17 (2), p.288-317

2024

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The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

Exceptional children, 2021-07, Vol.87 (4), p.497-516

2021

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The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

Reading & writing, 2017-10, Vol.30 (8), p.1639-1665

2017

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Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

Teaching exceptional children, 2024-05, Vol.56 (5), p.370-385

2024

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Reading Instruction for Students With Learning Disabilities: An Observation Study Synthesis (1980-2014)

Learning disability quarterly, 2017-02, Vol.40 (1), p.17-28

2017

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A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

Current Evidence on the Effects of Intensive Early Reading Interventions

Self‐Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes

Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities

Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation

The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties

Language and reading comprehension for students with dyslexia: An introduction to the special issue

Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers

Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5

Teachers’ text use in middle school content-area classrooms

Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension

Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching

The Efficacy of Comprehension and Vocabulary Focused Professional Development on English Learners' Literacy

Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books

Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students

Using Paraphrasing and Text Structure Instruction to Support Main Idea Generation

The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

Reading Instruction for Students With Learning Disabilities: An Observation Study Synthesis (1980-2014)

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