Citations (7)
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Kristin Conradi Smith & Bong Gee Jang. (2022) The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?. Reading & Writing Quarterly 38:5, pages 454-468.
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Kristin Conradi Smith, Steven J. Amendum & Bong Gee Jang. (2020) Predicting performance on a 3rd grade high-stakes reading assessment. Reading & Writing Quarterly 36:4, pages 365-378.
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Articles from other publishers (5)
Kristin Conradi Smith, Steven J. Amendum & Tamara W. Williams. (2022) Maximizing Small‐Group Reading Instruction. The Reading Teacher 76:3, pages 348-356.
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Steven J. Amendum, Kristin Conradi Smith & Meghan D. Liebfreund. (2021) Explaining reading variance by student subgroup: should we move beyond oral reading fluency?. Journal of Research in Reading 44:4, pages 757-786.
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LaTracy Harris, John R. Slate, George Moore & Frederick C Lunenburg. (2020) Differences in the Reading Performance of Texas Grade 4 Students as a Function of Their Economic Status: A Multiyear, Statewide Analysis. Asian Journal of Interdisciplinary Research 3:1, pages 83-102.
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Steven J. Amendum, Kristin Conradi & Elfrieda Hiebert. (2017) Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension. Educational Psychology Review 30:1, pages 121-151.
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Megan E. Collins, Lucy I. Mudie, Amanda J. Inns & Michael X. Repka. (2017) Pediatric ophthalmology and childhood reading difficulties. Journal of American Association for Pediatric Ophthalmology and Strabismus 21:6, pages 433-436.e1.
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