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An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs

Psychology in the schools, 2023-07, Vol.60 (7), p.2195-2208

2023

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The role of academic language in written composition in elementary and middle school

Reading & writing, 2020, Vol.33 (1), p.45-66

2020

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Using the Features of Written Compositions to Understand Reading Comprehension

Reading research quarterly, 2023-10, Vol.58 (4), p.624-654

2023

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Expanding assessment to instructionally relevant writing components in middle school

Journal of school psychology, 2022-10, Vol.94, p.28-48

2022

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The Contribution of General Reading Ability to Science Achievement

Reading research quarterly, 2017-04, Vol.52 (2), p.253-266

2017

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Expanding Curriculum-Based Measurement in Written Expression for Middle School

The Journal of special education, 2020-11, Vol.54 (3), p.133-145

2020

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Automaticity in Writing in Response to Reading: Relations between Oral Reading Fluency and Compositional Writing Fluency in Grades 3-5

Reading & writing quarterly, 2024-03, Vol.40 (2), p.103-117

2024

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What Is Important to Measure in Sentence-Level Language Comprehension?

Assessment for effective intervention, 2024-09, Vol.49 (4), p.202-213

2024

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Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools

Remedial and special education, 2024-04, Vol.45 (2), p.71-84

2024

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A Preliminary Investigation Into the Role of Planning in Early Writing Development

Assessment for effective intervention, 2022-12, Vol.48 (1), p.3-12

2022

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The Validity of Two Tests of Silent Reading Fluency: A Meta-Analytic Review

Reading & writing quarterly, 2024-03, Vol.40 (2), p.118-134

2024

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Making the Most of Tier 2 Intervention: What Decisions Are Made in Successful Studies?

Reading & writing quarterly, 2021-05, Vol.37 (3), p.240-259

2021

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New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know

The Reading teacher, 2024-03, Vol.77 (5), p.705-711

Truckenmiller, Adrea

2024

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Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance

Teacher education and special education, 2020-08, Vol.43 (3), p.235-256

2020

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Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?

California school psychologist, 2023-09, Vol.27 (3), p.458-468

2023

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Performance Feedback During Writing Instruction: A Cost-Effectiveness Analysis

School psychology, 2020-05, Vol.35 (3), p.193-200

2020

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Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial

Journal of school psychology, 2014-12, Vol.52 (6), p.531-548

2014

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Academic Language Instruction for Students in Grades 4 Through 8: A Literature Synthesis

Journal of research on educational effectiveness, 2019-01, Vol.12 (1), p.135-159

2019

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The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores From a Computer Adaptive Assessment of Reading Comprehension

Journal of research on educational effectiveness, 2017-04, Vol.10 (2), p.408-423

2017

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A Multidisciplinary Replication of Upper’s (1974) Unsuccessful Self-Treatment of Writer’s Block

Behavior analysis in practice, 2019-09, Vol.12 (3), p.547-547

2019

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Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

Journal of educational psychology, 2015-08, Vol.107 (3), p.884-899

2015

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Strategies for Effective Classroom Coaching

Preventing school failure, 2015-01, Vol.59 (4), p.263-273

2015

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The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

Reading & writing, 2015-05, Vol.28 (5), p.655-681

2015

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Teaching Students to Read: A Call to Action for Social Justice in School Psychology

Canadian journal of school psychology, 2024-07

2024

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The Role of Vocabulary and Syntax in Informational Written Composition in Middle School

Reading & writing, 2021-04, Vol.34 (4), p.911-943

2021

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An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs

The role of academic language in written composition in elementary and middle school

Using the Features of Written Compositions to Understand Reading Comprehension

Expanding assessment to instructionally relevant writing components in middle school

The Contribution of General Reading Ability to Science Achievement

Expanding Curriculum-Based Measurement in Written Expression for Middle School

Automaticity in Writing in Response to Reading: Relations between Oral Reading Fluency and Compositional Writing Fluency in Grades 3-5

What Is Important to Measure in Sentence-Level Language Comprehension?

Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools

A Preliminary Investigation Into the Role of Planning in Early Writing Development

The Validity of Two Tests of Silent Reading Fluency: A Meta-Analytic Review

Making the Most of Tier 2 Intervention: What Decisions Are Made in Successful Studies?

New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know

Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance

Deconstructing Mathematics Computation Fluency: Does Handwriting Matter?

Performance Feedback During Writing Instruction: A Cost-Effectiveness Analysis

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial

Academic Language Instruction for Students in Grades 4 Through 8: A Literature Synthesis

The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores From a Computer Adaptive Assessment of Reading Comprehension

A Multidisciplinary Replication of Upper’s (1974) Unsuccessful Self-Treatment of Writer’s Block

Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

Strategies for Effective Classroom Coaching

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

Teaching Students to Read: A Call to Action for Social Justice in School Psychology

The Role of Vocabulary and Syntax in Informational Written Composition in Middle School

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