Citations (38)
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David A. Klingbeil, David J. Osman, Ethan R. Van Norman, Kimberly Berry-Corie, Jessica S. Kim, Madeline C. Schmitt & Alexander D. Latham. (2023) Universal Screening with aimswebPlus Reading in Middle School. Reading & Writing Quarterly 39:3, pages 192-211.
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Kristen N. Missall, Michelle K. Hosp & John L. Hosp. (2019) Reading Proficiency in Elementary: Considering Statewide Testing, Teacher Ratings and Rankings, and Reading Curriculum-Based Measurement. School Psychology Review 48:3, pages 267-275.
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Eun Young Kang & Mikyung Shin. (2019) The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in Fourth Grade. Reading & Writing Quarterly 35:3, pages 179-192.
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Peter M. Nelson, Ethan R. Van Norman & Stacey K. Lackner. (2016) A Comparison of Methods to Screen Middle School Students for Reading and Math Difficulties. School Psychology Review 45:3, pages 327-342.
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Nathan H. Clemens, Shanna Hagan-Burke, Wen Luo, Carissa Cerda, Alane Blakely, Jennifer Frosch, Brenda Gamez-Patience & Meredith Jones. (2015) The Predictive Validity of a Computer-Adaptive Assessment of Kindergarten and First-Grade Reading Skills. School Psychology Review 44:1, pages 76-97.
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Kristen A. Munger, Stephen A. LoFaro, Erin A. Kawryga, Elizabeth A. Sovocool & Siani Y. Medina. (2014) Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading?. Educational Assessment 19:3, pages 204-228.
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Rebecca
D. Silverman, Deborah
L. Speece, Jeffrey
R. Harring & Kristen
D. Ritchey. (2013) Fluency Has a Role in the Simple View of Reading. Scientific Studies of Reading 17:2, pages 108-133.
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Articles from other publishers (31)
José M. Ramos‐Carrillo & Francisco J. Moreno‐Perez. (2023) Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model. Dyslexia 29:4, pages 330-346.
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Elizabeth S.M. Chan, Connie Barroso, Nicole B. Groves, Carolyn L. Marsh, Katie Black, Emma M. Jaisle & Michael J. Kofler. (2023) A preliminary 'shortlist' of individual, family, and social-community assets to promote resilience in pediatric ADHD. Research in Developmental Disabilities 140, pages 104568.
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Benjamin J. Paly, David A. Klingbeil, Nathan H. Clemens & David J. Osman. (2022) A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school. Journal of School Psychology 92, pages 246-264.
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Bruna Rodrigues, Irene Cadime, Tânia Freitas, Celda Choupina, Adriana Baptista, Fernanda Leopoldina Viana & Iolanda Ribeiro. (2022) Assessing oral reading fluency within and across grade levels: Development of equated test forms. Behavior Research Methods 54:6, pages 3043-3054.
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Sara Anne Goring, Christopher J. Schmank, Michael J. Kane & Andrew R.A. Conway. (2021) Psychometric models of individual differences in reading comprehension: A reanalysis of Freed, Hamilton, and Long (2017). Journal of Memory and Language 119, pages 104221.
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Ana Filipa Silva, Cátia Marques & Ana Sucena. (2020) Validity Evidence of the Reading Screening Test for Portuguese First Graders. Frontiers in Education 5.
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Nathan H. Clemens, Kejin Lee, Maria Henri, Leslie E. Simmons, Oi-man Kwok & Stephanie Al Otaiba. (2020) Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition. Journal of School Psychology 79, pages 43-62.
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Paul T. Cirino, Jeremy Miciak, Yusra Ahmed, Marcia A. Barnes, W. Pat Taylor & Elyssa H. Gerst. (2018) Executive function: association with multiple reading skills. Reading and Writing 32:7, pages 1819-1846.
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Connie Barroso, Colleen M. Ganley, Sara A. Hart, Nancy Rogers & Jane P. Clendinning. (2019) The relative importance of math‐ and music‐related cognitive and affective factors in predicting undergraduate music theory achievement. Applied Cognitive Psychology 33:5, pages 771-783.
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Shawn C. Kent, Jeanne Wanzek & Joonmo Yun. (2018) Screening in the Upper Elementary Grades: Identifying Fourth-Grade Students At-Risk for Failing the State Reading Assessment. Assessment for Effective Intervention 44:3, pages 160-172.
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Sotiria Tzivinikou. 2019. Early Childhood Education. Early Childhood Education.
Nicole Sparapani, Carol McDonald Connor, Stephanie Day, Taffeta Wood, Sarah Ingebrand, Leigh McLean & Beth Phillips. (2019) Profiles of foundational learning skills among first graders. Learning and Individual Differences 70, pages 216-227.
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Marcello Ferro, Claudia Cappa, Sara Giulivi, Claudia Marzi, Oaufae Nahli, Franco Alberto Cardillo & Vito Pirrelli. (2018) ReadLet: Reading for Understanding. ReadLet: Reading for Understanding.
Stephanie Al Otaiba, Yaacov Petscher, Jeanne Wanzek, Patrick Lan & Brenna Rivas. (2018) I'm Not Throwing Away My Shot: What Alexander Hamilton Can Tell Us about Standard Reading Interventions. Learning Disabilities Research & Practice 33:3, pages 156-167.
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Nicole Sparapani, Carol McDonald Connor, Leigh McLean, Taffeta Wood, Jessica Toste & Stephanie Day. (2018) Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade. Contemporary Educational Psychology 53, pages 159-167.
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Jana Sedláčková. (2017) Approaches mothers of first graders use to deal with perceived reading difficulties. Journal of Pedagogy 8:2, pages 27-57.
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Séli Chaves-Sousa, Iolanda Ribeiro, Fernanda Leopoldina Viana, Ana Paula Vale, Sandra Santos & Irene Cadime. (2017) Validity Evidence of the Test of Word Reading for Portuguese Elementary Students. European Journal of Psychological Assessment 33:6, pages 460-466.
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David A. Klingbeil, Peter M. Nelson, Ethan R. Van Norman & Chris Birr. (2017) Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades. Remedial and Special Education 38:5, pages 308-320.
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Kristen D. Ritchey, Kimberly Palombo, Rebecca D. Silverman & Deborah L. Speece. (2017) Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students. Learning Disability Quarterly 40:2, pages 68-80.
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Dolores Perin, Mark Lauterbach, Julia Raufman & Hoori Santikian Kalamkarian. (2016) Text-based writing of low-skilled postsecondary students: relation to comprehension, self-efficacy and teacher judgments. Reading and Writing 30:4, pages 887-915.
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George K. Georgiou, Rauno Parrila & Timothy C. Papadopoulos. (2016) The anatomy of the RAN-reading relationship. Reading and Writing 29:9, pages 1793-1815.
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George K. Georgiou, Mikko Aro, Chen-Huei Liao & Rauno Parrila. (2016) Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology 143, pages 48-64.
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Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten & Myeongsun Yoon. 2016. Handbook of Response to Intervention. Handbook of Response to Intervention
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Kristen D. Ritchey, Rebecca D. Silverman, Christopher Schatschneider & Deborah L. Speece. (2013) Prediction and Stability of Reading Problems in Middle Childhood. Journal of Learning Disabilities 48:3, pages 298-309.
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Scott R. McConnell, Alisha K. Wackerle-Hollman, Tracy A. Roloff & Michael Rodriguez. (2015) Designing a Measurement Framework for Response to Intervention in Early Childhood Programs. Journal of Early Intervention 36:4, pages 263-280.
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Luana Greulich, Stephanie Al Otaiba, Christopher Schatschneider, Jeanne Wanzek, Miriam Ortiz & Richard K. Wagner. (2014) Understanding Inadequate Response to First-Grade Multi-Tier Intervention. Learning Disability Quarterly 37:4, pages 204-217.
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Rollanda E. O’Connor, Kathleen M. Bocian, Victoria Sanchez & Kristen D. Beach. (2012) Access to a Responsiveness to Intervention Model. Journal of Learning Disabilities 47:4, pages 307-328.
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J. Ricardo García & Kate Cain. (2014) Decoding and Reading Comprehension. Review of Educational Research 84:1, pages 74-111.
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Edward S. Shapiro. (2013) Commentary on progress monitoring with CBM-R and decision making: Problems found and looking for solutions. Journal of School Psychology 51:1, pages 59-66.
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Kristen D. Ritchey, Rebecca D. Silverman, Elizabeth A. Montanaro, Deborah L. Speece & Christopher Schatschneider. (2012) Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students. Exceptional Children 78:3, pages 318-334.
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Deborah L. Speece, Christopher Schatschneider, Rebecca Silverman, Lisa Pericola Case, David H. Cooper & Dawn M. Jacobs. (2011) Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework. The Elementary School Journal 111:4, pages 585-607.
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