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Atteneri Delgado-Cruz, Víctor M. Acosta-Rodríguez & Gustavo M. Ramírez-Santana. (2022) Intervention in the coherence of narrative discourse in students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico). Journal for the Study of Education and Development 45:4, pages 774-803.
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Megan S. Kirby, Trina D. Spencer & Yi-Jui Iva Chen. (2021) Oral Narrative Instruction Improves Kindergarten Writing. Reading & Writing Quarterly 37:6, pages 574-591.
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Wendy Gonzales & Marie Tejero Hughes. (2021) Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology 42:4, pages 411-434.
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Articles from other publishers (17)
Adrienne Stuckey, Kizzy Albritton & Kenia Cruz. (2022) Research to practice to research: Examining who, how, what, when, and where for early literacy interventions within tiered frameworks. Psychology in the Schools 59:9, pages 1873-1905.
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Douglas B. Petersen, Maureen Staskowski, Trina D. Spencer, Matthew E. Foster & Mollie Paige Brough. (2022) The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial. Language, Speech, and Hearing Services in Schools 53:1, pages 44-68.
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Todd Milford, Breanna Lawrence, Donna McGhie-Richmond & Sally Brenton-Haden. 2022. The Inclusion for Students with Special Educational Needs across the Asia Pacific. The Inclusion for Students with Special Educational Needs across the Asia Pacific
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Danielle L. Pico, Alison Hessling Prahl, Christa Haring Biel, Amy K. Peterson, Eric J. Biel, Christine Woods & Valentina A. Contesse. (2021) Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review With Meta-Analyses. Language, Speech, and Hearing Services in Schools 52:4, pages 1109-1126.
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Timothy A. Slocum & Kristen R. Rolf. (2021) Features of Direct Instruction: Content Analysis. Behavior Analysis in Practice 14:3, pages 775-784.
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Stephanie M. Raymond & Trina D. Spencer. (2021) The Effect of Narrative Language Intervention on the Language Skills of Children With Hearing Loss. Perspectives of the ASHA Special Interest Groups 6:2, pages 384-396.
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Alisha Wackerle-Hollman, Trina D. Spencer, Kathleen Artman-Meeker, Elizabeth Spencer Kelley, Lillian Durán & Matthew E. Foster. (2021) Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions. Early Childhood Research Quarterly 56, pages 201-212.
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Trina D. Spencer & Douglas B. Petersen. (2020) Narrative Intervention: Principles to Practice. Language, Speech, and Hearing Services in Schools 51:4, pages 1081-1096.
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Douglas B. Petersen, Meredith W. Mesquita, Trina D. Spencer & Jessica Waldron. (2020) Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing. Topics in Language Disorders 40:4, pages E25-E39.
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Alison Hessling & C. Melanie Schuele. (2020) Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. Language, Speech, and Hearing Services in Schools 51:3, pages 687-705.
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Jin Hee Hur, Patricia Snyder & Brian Reichow. (2020) Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners. Topics in Early Childhood Special Education 40:1, pages 6-23.
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Jacqueline Schmitt & Matthew Gillispie. (2020) The Untapped Potential of Preschool Classroom Volunteers in Language–Literacy Instruction: A Feasibility Study. Perspectives of the ASHA Special Interest Groups 5:2, pages 547-562.
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Jessica E. Garzarek, Rebecca Becknal & Jennifer A. Brown. (2019) Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study. Clinical Archives of Communication Disorders 4:3, pages 185-200.
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Trina D. Spencer, Douglas B. Petersen, M. Adelaida Restrepo, Marilyn Thompson & Maria Nelly Gutierrez Arvizu. (2018) The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners. Topics in Early Childhood Special Education 38:4, pages 204-219.
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Trina D. Spencer & Douglas B. Petersen. (2018) Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes. Language, Speech, and Hearing Services in Schools 49:3, pages 569-581.
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Douglas B. Petersen & Arlee Stoddard. (2018) Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments. Perspectives of the ASHA Special Interest Groups 3:1, pages 180-197.
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Douglas B. Petersen, Helen Chanthongthip, Teresa A. Ukrainetz, Trina D. Spencer & Roger W. Steeve. (2017) Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of Speech, Language, and Hearing Research 60:4, pages 983-998.
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