publication venue for
- Current writing assessment practices of kindergarten through second grade educators 2024
- The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder. 36:1441-1459. 2023
- Validation of an instrument for assessing elementary-grade educators' knowledge to teach reading. 1-20. 2023
- What do teachers know about dyslexia? It's complicated!. 35:2077-2107. 2022
- Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis. 34:2559-2580. 2021
- Who writes what when?: Examining children's early composing. 34:79-107. 2021
- The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students' persuasive writing from source material. 32:1431-1457. 2019
- Urban teachers' implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity. 32:1483-1506. 2019
- Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language. 32:1175-1195. 2019
- The roles of handwriting and keyboarding in writing: a meta-analytic review. 32:33-63. 2019
- An analysis of the ecological components within a text structure intervention. 31:2041-2064. 2018
- Comparative signaling generated for expository texts by 4th-8th graders: variations by text structure strategy instruction, comprehension skill, and signal word. 31:1937-1968. 2018
- Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction. 31:1969-1996. 2018
- Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students. 31:2095-2113. 2018
- The associations among preschool children's growth in early reading, executive function, and invented spelling skills. 30:1705-1728. 2017
- Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. 29:1105-1140. 2016
- Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children. 29:683-704. 2016
- Relations between early reading and writing skills among Spanish-speaking language minority children. 29:297-319. 2016
- Predictors of at-risk kindergarteners' later reading difficulty: examining learner-by-intervention interactions. 27:451-479. 2014
- Writing: importance, development, and instruction. 26:1-15. 2013
- Orthographic characteristics speed Hindi word naming but slow Urdu naming: evidence from Hindi/Urdu biliterates. 24:679-695. 2011
- Reading and Writing: An Interdisciplinary Journal. Introduction. 17:1-6. 2004
- Reading and writing in semi-syllabic scripts: An introduction. 17:1-6. 2004
- Effects of structural features on word recognition development of hispanic and non-hispanic second graders. 13:337-347. 2000
- Decoding and sight-word naming: Are they independent components of word recognition skill?. 11:89-127. 1999
- Specific spelling disability: Factual or artifactual?. 2:107-125. 1990
- An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications. 1-34.
- Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences 2020