Florida Learning Disabilities Research Center


Ahmed, Y**, Wagner, R.K., and Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence and text levels: A latent change score analysis. Journal of Educational Psychology. 106(2), 419-434. Doi: 10.1037/a0035692 PMC 4063364

Al Otaiba, S*, Connor, C.M.*, Folsom, J.S**, Wanzek, J.*, Greulich, L., Schatschneider, C., and Wagner, R. K. (2014). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading. Exceptional Child. 81(1), 11-27. Doi: 10.1177/0014402914532234 PMC 4269263

Al Otaiba, S*, Connor, C*, Sidler Folsom, J.**, Greulich, L., Meadows, J**, and Zhi, L** (2011). Assessment Data Informed to Individualize Kindergarten Reading Instruction: Findings from a Cluster Randomized Control Field Trial. Elementary School. 111(4), 535-560. Doi: 10.1086/659031 PMC 3147177

Al Otaiba, S*, Folsom, J**, Schatschneider, C., Wanzek, J.*, Greulich, L., Meadows, J., Zhi, L., and Connor, C. (2011). Predicting first grade reading performance from Kindergarten response to tier 1 instruction. Exceptional Children. 77(4), 453-470. PMC 3156651

Al Otaiba, S.*, Folsom, J.S.**, Wanzek, J.*, Greulich, L., Wasche, J., Schatschneider, C., and Connor, C.M.*(2016). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading and Writing Quarterly. 32(5), 454-476. Doi: dx.doi.org/10.1080/10573569.2015.1021060 PMC 4915477

Al Otaiba, S.*, Kim, Y.S.*, Wanzek, J.*, Petscher, Y.*, and Wagner, R. K. (2014). Long Term Effects of First Grade Multi-Tier Intervention. Journal of Research on Educational Effectiveness, 7(3), 250-267. Doi: 10.1080/19345747.2014.906692 PMC 4207218

Al Otaiba, S*, Lake, V.E**, Greulich, L., Folsom, J**, and Guidry, L. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing 25(1), 109-129. Doi: 10.1007/s11145-010-9250-2 PMC 3818150

Al Otaiba, S.*, Puranik, C.S*, Ziolkowski, R.A., and Montgomery, T.M. (2009). Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments. Journal of Special Education. 43(2), 107-128. Doi: 10.1177/0022466908314869 PMC 2805171

Al Otaiba, S.*, Wagner, R.K., and Miller, B. (2014). “Waiting to fail” redux: Understanding inadequate response to intervention. Learning Disability Quarterly. 37(129), 129-133. Doi: 10.1177/0731948714525622 PMC 4240019

Al Otaiba, S.A.*, Wanzek, J.*, and Yovanoff, P. (2015). Response to Intervention. European Scientific Journal. 260-264. PMC 4750400

Allan, D.M** and Lonigan, C.J. (2015). Relations between response trajectories on the continuous performance test and teacher-rated behavior problems in preschoolers. Psychological Assessment. 27, 678-688. Doi: 10.1037/pas0000054 PMC 4442070

Allan, N.P**and Lonigan, C.J. (2011) Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators. Developmental Psychology. 47(4):905-15. Doi: 10.1037/a0023748 PMC 3521160

Allan, N.P **, and Lonigan, C. J., and Phillips, B. M. (2015). Examining the factor structure and structural invariance of the PANAS across children, adolescents, and young adults. Journal of Personality Assessment. 97, 616-625. Doi: 10.1080/00223891.2015.1038388   PMC 4609236

Barbot, B.**, Krivulskaya, S.**, Hein, S.**, Reich, J.**, Thuma, P.E., and Grigorenko, E.L. (2015), Identifying learning pattersn of children at risk for specific reading disability. Developmental Science. Doi:10.1111/desc.12313 PMC 4751058

Bick, J.**, Naumova O.**, Hunter S.**, Barbot B.**, Lee M., Luthar, S.S., Raefski. A.**, and Grigorenko, E.L. (2012). Childhood adversity and DNA methylation of genes involved in the hypothalamus-pituitaryadrenal axis and immune system: whole-genome and candidate-gene associations. Development and Psychopathology. 24(4):1417-25. Doi: 10.1017/S0954579412000806 PMC 3755948

Brown Waesche, J.S**, Schatschneider, C., Maner, J.K., Ahmed, Y**, and Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities, 44(3), 296-307. Doi: 10.1177/0022219410392048 PMC 3248271

Calhoon, M.B., and Petscher, Y* (2013). Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects. Reading and Writing, 26(4), 565-592. Doi: 10.1007/s11145-013-9426-7 PMC 4314959

Campbell, D.**, Bick, J. **, Yrigollen, C.**, Lee, M., Joseph, A.**, Chang, J.T., and Grigorenko, E.L. (2013) Schooling and variation in the COMT gene: the devil is in the details. Journal of Child Psychology and Psychiatry, 54(10), 1056-1065.  Doi: 10.1111/jcpp.12120connor PMC 3786416

Ciullo, S., Ortiz, M.B., Al Otaiba, S.*, and Lane, K.L. (2015). Advanced Reading Comprehension Expectations in Secondary School Considerations for Students with Emotional or Behavior Disorders. Journal of Disability Policy Studies. Doi: 10.1177/1044207315604365 PMC 4937879

Codding, R.S., Petscher, Y.*, and Truckenmiller, A. (2015). CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations among Indices and Unique Predictions with a State Achievement Test. Journal of Educational Psychology. 107(2):437-450. Doi:
10.1037/a0037520 PMC 4557811

Connor, C.M.* (2013). Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching. School Psychology Quarterly. 28(4):342-6. Doi: 10.1037/spq0000045. PMC 5064283
Connor, C. M.* (2016). A lattice model of reading comprehension. Child Development Perspectives. 10(4), 269-274. Doi: 10.1111/cdep.12200 PMC 5110216

Connor, C. M.*, Dombek, J., Crowe, E. C., Spencer, M**, Tighe, E. L**, Coffinger, S., Zargar, E., Wood, T., and Petscher, Y* (2016). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of Content-Area Literacy Instruction (CALI). Journal of Educational Psychology. Doi: 10.1037/edu0000128 NIHMS813812

Connor, C.M.*, Morrison, F.J., Fishman, B., Crowe E.C., Al Otaiba, S.*, and Schatschneider, C. (2013).  A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychological science. 24(8):1408-19. Doi: 10.1177/0956797612472204 PMC 4737583

Connor, C.M.*, Morrison, F.J., Fishman, B., Giuliani, S*, Luck, M., Underwood, P.S., Bayraktar, A., Crowe, E.C., and Schatschneider, C. (2011). Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading Research Quarterly. v46 n3 p189-221 Doi: 10.1598/RRQ.46.3.1 PMC 5115604

Connor, C.M.*, Phillips, B.M., Kaschak, M., Apel, K., Kim, Y.S**, Al Otaiba, S., Crowe, E.C., Thomas-Tate, S., Johnson, L.C., and Lonigan, C.J. (2014). Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade. Educational Psychology Review.
26(3):379-401. Doi: 10.1007/s10648-014-9267-1 PMC 4613791

Connor, C. M.*, Radach, R., Vorstius, C., Day, S. L**, McLean, L**, and Morrison, F. J. (2015). Individual differences in fifth graders’ literacy and academic language predict comprehension monitoring development: An eye-movement study. Scientific Studies of Reading. 19(2), 114-134. Doi:10.1080/10888438.2014.943905 PMC4824948

Connor, C. M.*, Spencer, M**, Day, S.L **, Giuliani, S., Ingerbrand, S. W**, McLean, L**, and Morrison, F. J. (2014). Capturing the complexity: content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology. 106(3), 762-778. Doi: 10.1037/a0035921 PMC 4229844

Day, S.L**, and Connor, C. M.* (2016). Examining the relations between self-regulation and achievement in third-grade students. Assessment for Effective Intervention. Doi: 10.1177/1534508416670367 NIHMS829997

Day, S.L**, Connor, C.M.*, and McClelland, M.M. (2015). Children's behavioral regulation and literacy: The impact of the first grade classroom environment. Journal of School Psychology. 53(5):409-28. Doi: 10.1016/j.jsp.2015.07.004 PMC 4598041

Denton, C.A., and Al Otaiba, S*. (2011). Teaching word identification to students with reading difficulties and disabilities. Focus On Exceptional Children. 43(7), 1-16. PMC 4299759

DeYoung, C.G., Cicchetti, D., Rogosch, F.A., Gray, J.R., Eastman, M., and Grigorenko, E.L. (2011). Sources of cognitive exploration: Genetic variation in the prefrontal dopamine system predicts Openness/Intellect. Journal of Research in Personality. 45(4), 364-371. Doi: 10.1016/j.jrp.2011.04.002 PMC 3143482

Ercan-Sencicek, A.G.**, Davis Wright, N.R., Frost, S.J., Fulbright, R.K., Felsenfeld, S., Hart, L., Landi, N.**, Mencl, W.E., Sanders, S.J., Pugh, K. R., State, M.W., and Grigorenko, E.L. (2012). Searching for Potocki–Lupski syndrome phenotype: A patient with language impairment and no autism. Brain and Development. 34(8), 700-703. Doi: 10.1016/j.braindev.2011.11.003 PMC 3343226

Ercan-Sencicek, A.G.**, Davis Wright, N.R., Sanders, S. J., Oakman, N., Valdes, L., Bakkaloglu, B., Doyle, N., Yrigollen, C. M., Morgan, T. M., and Grigorenko, E. L. (2012). A balanced t(10;15) translocation in a male patient with developmental language disorder. European Journal of Medical Genetics. 55(2), 128131. Doi: 10.1016/j.ejmg.2011.12.005 PMC 3322462

Farrington, A.L**, and Lonigan, C. J. (2015). Examining the measurement precision and invariance of the Revised Get Ready to Read! in a nationally representative sample. Journal of Learning Disabilities. 48, 227-238. PMC 4762015

Foorman, B.R., Koon, S., Petscher, Y.*, Mitchell, A., and Truckenmiller, A. (2015). Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Journal of Educational Psychology. 107(3):884-899. Doi: 10.1037/edu0000026 PMC 4557887

Foorman, B.R., Herrera, S., Petscher, Y*, Mitchell, A., and Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing May.  28(5), pp 655-681. Doi: 10.1007/s11145-015-9544-5 PMC 5029469

Gatlin, B**, and Wanzek, J.* (2015). Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis. Journal of Speech, Language, and Hearing Research. 58(4):1306-18. Doi: 10.1044/2015_JSLHR-L-14-0311 PMC 4765162

Gatlin, B**, Wanzek, J.*, and Al Otaiba, S.* (2015). An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? Reading and Writing Quarterly. 32(5):1-22, Doi: 10.1080/10573569.2015.1039737 NIHMS791751

Goodwin, A.P., Petscher, Y*, Carlisle, J.F., and Mitchell, A.M. (2016) Exploring the dimensionality of morphological knowledge for adolescent readers. Journal of Research in Reading. Doi:10.1111/14679817.12064 NIHMS816227

Greulich, L., Al Otaiba, S.*, Schatschneider, C., Wanzek, J., Ortiz, M., and Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: nomothetic and ideographic perspectives. Learning Disability Quarterly. 129-133. Doi: 10.1177/0731948714526999 PMC 4240018

Grigorenko, E.L., Macomber, D, Hart, L., Naples, A.**, Chapman, J., Geib, C.F., Chart, H.**, Tan, M.**, Wolhendler, B.**, and Wagner, R.K. (2015) Academic Achievement Among Juvenile Detainees. Journal of Learning Disabilities. 48(4): 359–368. Doi:  10.1177/0022219413500991 PMC 5064284

Guan, C. Q**, Wagner, R. K., Ye, F., and Meng, W. (2014). Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. Journal of Educational Psychology, 106(3), 779-798. Doi: 10.1037/a0035984 PMC 4267114

Guan, C.Q**, Ye, F., Wagner, R.K., and Meng, W. (2013). Developmental and Individual Differences in Chinese Writing. Reading and Writing. 26, 1031-1056. Doi: 10.1007/s11145-012-9405-4 PMC 4450100

Guo, Y., Tompkins, V., Justice, L., and Petscher, Y* (2014). Classroom Age Composition and Vocabulary Development among At-Risk Preschoolers. Early Educational Development. 25(7): 1016–1034. Doi:10.1080/10409289.2014.893759 PMC 5029468

Hart, S.A* (2016). Precision Education Initiative: Moving towards personalized education. Mind, Brain and Education. 1-3. Doi: 10.1111/mbe.12109 NIHMS834335

Hart, S.A*, Logan, J.A.R**, Soden-Hensler, B**, Kershaw, S**, Taylor, J., and Schatschneider, C. (2013). Exploring how nature and nurture affect the development of reading: an analysis of the Florida twin project on reading. Developmental Psychology, 49(10), 1971-1981. Doi: 10.1037/a0031348 PMC

Hart, S.A.*, Mikolajewski, A.J**, Johnson, W., Schatschneider, C, and Taylor, J. (2015) Examining transactional influences between reading achievement and antisocially-behaving friends. Personality and Individual Differences.71:9-14. Doi:10.1016/j.paid.2014.07.008 PMC 4166503

Hart, S.A.*, Soden, B**, Johnson, W**, Schatschneider, C., and Taylor, J. (2013). Expanding the environment: gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry. 54(10), 1047-1055. Doi:10.1111/jcpp.12083 PMC 3766464

Hart, S.A.*, Taylor, J., and Schatschneider, C. (2013). There is a world outside of experimental designs: using twins to investigate causation. Assessment for Effective Intervention. 38(2), 117-126. Doi: 10.1177/1534508412451490 PMC 3604986

Haughbrook, R**, Hart, S.A*, Schatschneider, C., and Taylor, J. (2016). Genetic and environmental influences on early literacy skills across school grade contexts. Developmental Science. 1-12. NIHMS767982

Hoff, E., Quinn, J.M**, and Giguere, D** (In press). What Explains the Correlation Between Growth in Vocabulary and Grammar? New Evidence from Latent Change Score Analyses of Simultaneous Bilingual Development. Developmental Science. NIHMS825955

Jones, J.L**, and Kaschak, M.P. (2012). Global statistical learning in a visual search task. Journal of Experimental Psychology: Human Perception and Performance. 38(1):152-60. Doi: 10.1037/a0026233 PMC 4606928

Justice, L., Mashburn, A, and Petscher, Y.* (2013). Very early language skills of fifth grade poor comprehenders. Journal of Research in Reading, 36(2), 172-185. Doi: 10.1111/j.14679817.2011.01498.x PMC 4301613

Kaschak, M.P., Kutta, T.J**, and Coyle, J.M. (2014). Long and Short Term Cumulative Structural Priming Effects. Language, Cognition and Neuroscience. 29(6):728-743. Doi: 10.1080/01690965.2011.641387 PMC 4608441

Kaschak, M.P., Kutta, T.J**, and Jones, J.L** (2011). Structural priming as implicit learning: cumulative priming effects and individual differences. Psychonomic Bulletin and Review. 18(6):1133-9. Doi: 10.3758/s13423-011-0157-y PMC 4612612

Kent, S.C**, Wanzek, J.*, and Al Otaiba, S.* (2012). Amount of time in print reading in general education kindergarten classrooms: what does it look like for students at-risk for reading difficulties? Learning Disabilities Research and Practice. 27(2), 56-65. Doi: 10.1111/j.1540-5826.2012.00351.x PMC 3475198

Kent, S.C**, Wanzek, J.*, Petscher, Y*, Al Otaiba, S*, and Kim, Y* (2014). Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language. Reading and Writing. 27, 113-1188. Doi: 10.1007/s11145-013-9480-1 PMC 4133358

Kim, Y.S.* (2015). Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension. Reading Research Quarterly. 50(4):459-481. Doi: 10.1002/rrq.107 PMC 4590774

Kim, Y.*, Al Otaiba, S*, Folsom Sidler, J**, and Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly. 28(3), 461-469. Doi: 10.1016/j.ecresq.2013.01.001 PMC 3778931

Kim, Y.*, Al Otaiba, S.*, Folsom, J.S**, Greulich, L., and Puranik, C*. (2014). Evaluating the dimensionality of first-grade written composition. Journal of Speech, Language, and Hearing Research. 51(1), 199211. Doi: 10.1044/1092-4388 PMC 3972623

Kim, Y.*, Al Otaiba, S.*, Puranik, C.*, Folsom, J. S**, and Gruelich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing. 27 (2), 237-253. Doi: 10.1007/s11145-013-9440-9 PMC 4073102

Kim, Y.*, Al Otaiba, S.*, Puranik, C.*, Sidler Folsom, J**, Greulich, L., and Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences. 21(5), 517-525. Doi: 10.1016/j.lindif.2011.06.004 PMC 3261783

Kim, Y.S.*, Al Otaiba, S.*, and Wanzek, J.*(2015). Kindergarten predictors of third grade writing. Learning and Individual Differences. 37, 27-37.  Doi: 10.1016/j.lindif.2014.11.009 PMC 4308812

Kim, Y.S.*, Al Otaiba, S.*, Wanzek, J.*, and Gatlin, B** (2015). Towards an understanding of dimensions, predictors, and gender gap in written composition. Journal of Educational Psychology. 107(1):79-95. Doi: 10.1037/a0037210 PMC 4414052

Kim, Y.*, Apel, K., and Al Otaiba, S.* (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, and Hearing Services in Schools. 44 (4), 337-347. Doi: 10.1044/0161-1461(2013/12-0013) PMC 3852899

Kim, Y.S.*, Gatlin, B.**, Al Otaiba, S*., & Wanzek, J.* (in press). Theorization and an empirical investigation of the component-based and developmental writing fluency construct.  Journal of Learning Disabilities. NIHMS828746

Kim, Y.S.*, Park, C.H., and Wagner, R.K. (2014). Is oral/text fluency a ‘bridge’ to reading comprehension? Reading and Writing. 27(1), 79-99.  Doi: 10.1007/s11145-013-9434-7 PMC 4267114

Kim, Y.S.*, Puranik, C*., and Otaiba, S.A.*(2015). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal. 115(4):593-613. Doi: 10.1086/681971 PMC 4489844

Kim, Y.S.*, and Schatschneider, C. (2016). Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW). Journal of Educational Psychology. Doi: http://psycnet.apa.org/doi/10.1037/edu0000129 NIHMS773834

Kim, Y.S.*, Wagner, R. K., and Foster, E**. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362. Doi: 10.1080/10888438.2010.493964 PMC 3131673

Kim, Y.S.*, Wagner, R. K., and Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113(1), 93-111. Doi: 10.1016/j.jecp.2012.03.002 PMC 3836363

Kornilov, S.A.**, Landi, N.**, Rakhlin, N., Fang, S.Y., Grigorenko, E.L., and Magnuson, J.S. (2014) Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder. Developmental Neuropsychology. 39(7):543-67. Doi: 10.1080/87565641.2014.960964 PMC 4399717 

Kornilov, S.A**, Magnuson, J.S., Rakhlin, N., Landi, N.**, and Grigorenko, E.L. (2015). Lexical processing deficits in children with developmental language disorder: An event-related potentials study. Development and Psychopathology. 27(2):459-76. Doi: 10.1017/S0954579415000097
10.1017/S0954579415000097 PMC 4606961  

Kornilov, S.**, Rakhlin, N., Koposov, R., Lee, M., Yrigollen, C., Caglayan, A., Magnuson, J., Mane, S., Chang, J., Grigorenko, E. L. (2016). Genome-wide association and exome sequencing study of language disorder in an extended pedigree. Pediatrics, 137(4) e20152469; doi: 10.1542/peds.20152469 PMC 4811310 

Kutta, T.J**, and Kaschak, M.P. (2012). Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming. Acta Psychologica. 141(3):408-14. Doi: 10.1016/j.actpsy.2012.09.007 PMC 4606932

Landi, N**., Frost, S.J., Mencl, W.E., Preston, J.L., Jacobsen, L.K., Lee, M., Yrigollen**, C., Pugh, K.R., and Grigorenko, E.L. (2013). The COMT Val/met polymorphism is associated with reading related skills and consistent patterns of functional neural activation. Developmental Science. 16(1), 13-23. Doi: 10.1111/j.1467-7687.2012.01180.x PMC 3655431

Lee, J., and Al Otaiba, S*. (2016). End of Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction. Reading and Writing Quarterly. Doi: 10.1080/10573569.2016.1165639. NIHMS834248

Lee, J.A., and Al Otaiba, S.A.* (2015). Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Educational Research and Evaluation. 21(1):4059. Doi: 10.1080/13803611.2015.1010545 PMC 4349494

Lerner, M.D**, and Lonigan, C.J. (2014). Examining dimensionality of executive function among preschool children: Unitary versus distinct abilities. Journal of Psychopathology and Behavioral Assessment. 36, 626-639. PMC 4306461

Lerner, M.D**, and Lonigan, C.J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the co-development of code-related skills. Journal of Experimental Child Psychology. 144,166-183. Doi: 10.1016/j.jecp.2015.09.023. PMID 26745710

Little, C.W.**, and Hart, S.A.* (2016) Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students. Learning and Individual Differences. 45:25-32. Doi: 10.1016/j.lindif.2015.11.008. PMC 4707676

Little, C**, Hart, S.A*, Taylor, J., and Schatschneider, C. (2016). Examining associations among ADHD, homework behavior and reading comprehension: A twin study. Journal of Learning Disabilities. 49(4), 410-423. Doi: 10.1177/0022219414555715. PMC 4411209

Little, C.W**, Hart, S.A*, Quinn, J.M**, Tucker-Drob, E., Taylor, J., and Schatschneider, C. (in press). Exploring the co-development of reading fluency and reading comprehension: A twin study. Child Development, 1-38 pages. NIHMS824585

Little, C.W**, Haughbrook, R**, and Hart, S.A*. (in press). Cross-study differences in the etiology of reading comprehension: A meta-analytical review of twin studies. Behavior Genetics. 1-72 pages. Doi: 10.1007/s10519-016-9810-6 NIHMS834329

Little, C.W**, Taylor, J., Moltisanti, A**, Ennis, C**, Hart, S.A*, and Schatschneider, C. (2015). Factor structure and etiological architecture of the BRIEF: A twin study. Journal of Neuropsychology. PMC 4833672

Logan, J.A.R**, Schatschneider, C., and Wagner, R. K. (2011). Rapid serial naming and reading ability: the role of lexical access. Reading and Writing. 24 (1), 1-25. Doi: 10.1007/s11145-009-9199-1 PMC 3246275

Lonigan, C.J., Allan, D.M**, and Phillips, B.M. (in press). Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills. Developmental Psychology. Doi: 10.1037/dev0000247 NIHMS822407

Lonigan, C.J., Allan, N.P**, and Lerner, M.D**. (2011). Assessment of preschool early literacy skills: linking children’s educational needs with empirically supported instructional activities. Psychology in the Schools. 48(5), 488-501. Doi: 10.1002/pits.20569 PMC 3237681

Lonigan, C.J., Lerner, M.D**, Goodrich, J. M**, Farrington, A. L**, and Allan, D. M** (2016). Executive function of Spanish-speaking language minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal of Experimental Child Psychology. 144, 46-65. Doi: 10.1016/j.jecp.2015.11.003 PMC 472429

Lonigan, C. J., and Phillips, B.M. (2016). Response to instruction in preschool: Results of two randomized studies with children at risk of reading disabilities. Journal of Educational Psychology. 108, 114129. 10.1037/edu0000054 PMC 4746015

Lonigan, C.J., Purpura, D.J**, Wilson, S.B**, Walker, P.M., and Clancy-Menchetti, J**. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk of reading difficulties. Journal of Experimental Child Psychology, 114(1), 111-130. Doi: 10.1016/j.jecp.2012.08.010 PMC 3724170

Mandelman, S.D.**, and Grigorenko, E.L. (2012). BDNF Val66Met and cognition: all, none, or some? A meta-analysis of the genetic association. Genes, Brains and Behavior, 11(2), 127-136. Doi: 10.1111/j.1601-183X.2011.00738.x.  PMC 3268899

McLean, L**, and Connor, C.M.* (2015). Depressive symptoms in Third-grade teachers: Relations to classroom quality and student achievement. Child Development. Doi: 10.1111/cdev.12344 PMC 4428950

Mikolajewski, A.J**, Allan, N.P**, Hart, S.A*, Lonigan, C.J., and Taylor, J. (2013). Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders. Journal of Abnormal Child Psychology. 41(3), 411-423. Doi: 10.1007/s10802-012-9681-0 PMC 3548041

Mikolajewski, A.J**, Chavarria, J**, Moltisanti, A**, Hart, S.A.*, and Taylor, J. (2014) Examining the factor structure and etiology of prosociality. Psychological Assessment. 26(4):1259-67. Doi: 10.1037/a0037132. PMC 4254383

Naples, A.**, Katz, L., and Grigorenko, E.L. (2012). Lexical decision as an endophenotype for reading comprehension: an exploration of association. Developmental Psychopathology. 24(4), 1345-1360. Doi: 10.1017/S0954579412000752 PMC 3541527

Naples, A.**, Katz, L., and Grigorenko, E.L. (2012). Reading and a diffusion model analysis of reaction time. Developmental Neuropsychology, 37(4), 299-316. Doi: 10.1080/87565641.2011.614979 PMC 3388803

Naumova, O.Y.**, Lee M., Koposov, R., Szyf, M., Dozier, M., and Grigorenko, E.L. (2012). Differential patterns of whole-genome DNA methylation in institutionalized children and children raised by their biological parents. Development and psychopathology. 24(1):143-55. Doi: 10.1017/S0954579411000605 PMC 3470853  

Naumova, O.Y., Lee, M., Rychkov, S.Y., Vlasova, N.V., and Grigorenko, E.L. (2013). Gene expression in the human brain: the current state of the study of specificity and spatiotemporal dynamics. Child Development. 84(1):76-88. Doi: 10.1111/cdev.12014 PMC 36557706 

Naumova, O.Y.**, Palejev, D., Vlasnova, N.V., Lee, M, Rychkov, S.Y, Babich, O.N., and Grigorenko, E.L. (2012).  Age-related changes of gene expression in the neocortex: preliminary data on RNA-Seq of the transcriptome in three functionally distinct cortical areas. Developmental Psychopathology. 24(4), 1427-1442. Doi: 10.1017/S0954579412000818 PMC 3539811  

Ortiz, M., Folsom, J. S**, Al Otaiba, S.*, Greulich, L., Thomas-Tate, S, and Connor, C. M.* (2012). The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities. 45 (5), 406-417. Doi: 10.1177/0022219411431242 PMC 3328636

Palejev, D., Hwang, W.**, Landi, N.**, Eastman, M., Frost, S.J., Fulbright, R.K., Kidd, K., Mason, G., Mencl, E., Yrigollen, C.**, Pugh, K., and Grigorenko, E.L. (2011). An application of the elastic net for endophenotype analysis. Behavioral Genetics, 41(1), 120-124. Doi:  10.1007/s10519-011-9443-8 PMC 3613288  

Petscher, Y*, Connor, C. M*, and Al Otaiba, S* (2012). Psychometric analysis of the diagnostic evaluation of language variation assessment. Assessment for Effective Intervention. 37(4), 243-250. Doi: 10.1177/1534508411413760 PMC 4396597

Petscher, Y*, Cummings, K.D., Biancarosa, G., and Fien, H. (2013). Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading. Assessment for Effective Intervention 38(2):71-75. Doi: 10.1177/1534508412461434 PMC 4557774

Petscher Y*, and Kim YS* (2011). Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters. Assessment for Effective Intervention. 37(1):17-25. Doi: 10.1177/1534508411407761 PMC 4557891

Petscher, Y.* and Kim, Y.S.* (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology. 49(1), 107-129. Doi: 10.1016/j.jsp.2010.09.004 PMC 4314721

Petscher, Y.*, Kim, Y.S.*, and Foorman, B.R. (2011). The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework. Assessment for effective Intervention.  36(3):158-166. Doi: 10.1177/1534508410396698 PMC 4557888

Petscher, Y* and Logan, J.A.R** (2014). Quantile regression in the study of developmental sciences. Child Development. 85 (3), 861-881. Doi: 10.1111/cdev.12190 PMC4166511

Petscher, Y.*, Mitchell, A.M., and Foorman, B.R., (2015) Improving the Reliability of Student Scores from
Speeded Assessments: An Illustration of Conditional Item Response Theory Using a ComputerAdministered Measure of Vocabulary. Reading and Writing. 28(1), 31-56. Doi: 10.1007/s11145-014- 9518-z PMC 5053774

Petscher, Y.*, Quinn J.M.**, and Wagner R.K. (2016). Modeling the co-development of correlated processes with longitudinal and cross-construct effects. Developmental Psychology. Nov; 52(11):1690-1704. Doi: 10.1037/dev0000172 PMC 5091810

Petscher, Y.*, and Schatschneider, C.A. (2011). Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs. Journal of Educational Measurement. 48(1):31-43. Doi: 10.1002/rrq.107 PMC 4569012

Phillips, B.M., Piasta, B.B**, Anthony, J.L**, Lonigan, C.J., and Francis, D.J. (2012). IRT’s of the ABC’s: Children’s letter name acquisition. Journal of School Psychology. 50(4), 461-481. Doi: 10.1016/j.jsp.2012.05.002 PMC 4322910

Piasta, S.B**, Petscher, Y.*, and Justice, LM. (2012). How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement. Journal of Educational Psychology, 104(4):954-958. Doi: 
10.1037/a0027757 PMC 4557803

Puranik, C. S.*, and Al Otaiba, S.* (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing. 25(7), 1523-1546. Doi: 10.1007/s11145-0119331-x PMC 3474373

Puranik, C. S*., Al Otaiba, S.*, Sidler, J. F, and Greulich, L. (2014). Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms. Reading and Writing. 27(2), 213-236. Doi: 10.1007/s11145-013-9441-8 PMC 3932498

Puranik, C. S*. and Lonigan, C. J. (2011). From scribbles to scrabble: preschool children’s developing knowledge of written language. Reading and Writing. 24(5), 567-589. Doi: 10.1007/s11145-009-9220-8 PMC 3309424

Puranik, C.S*, and Lonigan, C.J. (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27(2), 284-294. Doi: 10.1016/j.ecresq.2011.09.003 PMC 3388803

Puranik, C.S.*, and Lonigan, C.J. (2012) Early Writing Deficits in Preschoolers with Oral Language Difficulties. Journal of Learning Disabilities. Vol. 45 no. 2 179-190, Doi: 10.1177/0022219411423423 PMC 5065101
Puranik, C.S*, and Lonigan, C. J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly. 49(4), 453-467. Doi: 10.1002/rrq.79 PMC 4194065

Puranik, C.S.*, Lonigan, C.J., and Kim, Y.*. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly. 26(4), 465-474. Doi: 10.1016/j.ecresq.2011.03.002 PMC 3172137

Puranik, C.S.*, Petscher, Y.*, and Lonigan, C.J. (2013). Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children. Learning and Individual Differences. 28:133-141. Doi: 10.1016/j.lindif.2012.06.011 PMC 4557880

Puranik, C.S.*, Petscher, Y.*, and Lonigan, C.J., (2014). Learning to write letters: examination of student and letter factors. Journal of Experimental Child Psychology. 128:152-70. Doi: 10.1016/j.jecp.2014.07.009 PMC 5102622

Purpura, D.J**, and Lonigan, C.J. (2015). Early numeracy assessment: The development of preschool numeracy scales. Early Education and Development. 26, 286-313. Doi: 10.1080/10409289.2015.991084  PMC 4335720

Quinn, J.M**, and Wagner, R.K. (2015) Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results from a Large-Scale Study of At-Risk Readers. Journal of Learning Disabilities. 48(4):433-45. Doi: 10.1177/0022219413508323 PMC 3997651

Quinn, J. M**, Wagner, R.K., Petscher, Y*, and Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Development. 86(1), 159-175. Doi: 10.1111/cdev.12292 PMC 4331220

Rakhlin, N.**, Cardoso-Martins, C., Kornilov, S.A.**, and Grigorenko, E.L. (2014). Spelling well despite developmental language disorder: what makes it possible? Annals of Dyslexia. 63(3-4):253-73. Doi: 10.1007/s11881-013-0084-x PMC 4573562  

Rakhlin N.**, Kornilov SA **, and Grigorenko EL. (2014) Gender and agreement processing in children with developmental language disorder. Journal of Child Language. 41(2):241-74. Doi: 10.1017/S030500091200058X PMC 4573562  

Rasinski, T., Samuels, S.J., Hiebert, E., Petscher, Y.*, and Feller, K. (2011).  The Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting. Reading Psychology. 32(1):75-97. Doi: 10.1080/02702710903346873 PMC 4557890

Reed D.K., and Petscher Y* (2012). The Influence of Testing Prompt and Condition on Middle School Students' Retell Performance. Reading Psychology. 33(6):562-585. Doi: 10.1080/02702711.2011.557333 PMC 4563821

Reed, D. K., Petscher, Y*, and Foorman, B. R. (2016). The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners. Reading and Writing. 29(4), 633-657. Doi: 10.1007/s11145-015-9619-3 PMC 4905721

Reed, D.K., Swanson, E., Petscher, Y.*, and Vaughn, S** (2014). The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content. Reading and Writing. 27(7):1119-1140. Doi: 10.1007/s11145-013-9478-8 PMC 4557877

Reed, D.K., Vaughn, S.**, and Petscher, Y*. (2012). The validity of a holistically scored retell protocol for determining the reading comprehension of middle school students. Learning Disability Quarterly. 35(2), 76-89. Doi: 10.1177/0731948711432509 PMC 3478127

Reutzel, D.R., Spichtig, A.N., and Petscher, Y.* (2012). Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement. The Journal of Educational Research. 2012; 105(6):404-415. Doi: 10.1080/00220671.2011.629693 PMC 4557881

Sᾴez, L., Folsom, J.S**, Al Otaiba, S.*, and Schatschneider, C. (2012). Relations among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill. Journal of Learning Disabilities. Vol. 45 no. 5 418-432. Doi: 10.1177/0022219411431243 PMC 3328644

Schatschneider, C., Wagner, R.K., Hart, S.A.*, and Tighe, E.L** (2016). Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities. Scientific Studies of Reading. 20(1):34-48. Doi: 10.1080/10888438.2015.1107072 PMC 4732731

Sell, A.J., and Kaschak, M.P. (2011). Processing time shifts affects the execution of motor responses. Brain and Language. 117(1):39-44. Doi: 10.1016/j.bandl.2010.07.003 PMC 4606935

Sell, A.J., and Kaschak, M.P. (2012). The comprehension of sentences involving quantity information affects responses on the up-down axis. Psychonomic Bulletin and Review. 19(4):708-14. Doi: 0.3758/s13423012-0263-5 PMC 22588974

Sims, D.M** and Lonigan, C.J. (2012). Multi-method assessment of ADHD characteristics in preschool children: Relations between measures. Early Childhood Research Quarterly. 27(2), 329-337. Doi: 10.1016/j.ecresq.2011.08.004 PMC 3327380

Sims, D.M**, and Lonigan, C.J. (2013). Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers reading-related skills. Journal of Clinical Child and Adolescent Psychology. 42(2), 208-219.  Doi: 10.1080/15374416.2012.738453 PMC 3586984

Skiba, T.**, Landi, N.**, Wagner, R.K., and Grigorenko, E.L. (2011). In search of the perfect phenotype: an analysis of linkage and association studies of reading and reading-related processes. Behavioral Genetics, 41(1), 6-30. Doi: 10.1007/s10519-011-9444-7 PMC 3056345  

Skibbe, L.E., Hindman, A.H., Connor, C.M.*, Housey, M., and Morrison, F.J. (2013). Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills. Early Education and Development. 24(5):687-703. Doi: 10.1080/10409289.2012.712888 PMC 3728913

Soden-Hensler, B**, Taylor, J., and Schatschneider C. (2012). Evidence for common etiological influences on early literacy skills in kindergarten. Scientific Studies of Reading, 16(5), 457-474. Doi:10.1080/10888438.2011.599902 PMC 3507462

Sparapani, N.**, Connor, C.M.*, Day, S., Wood, T., Ingebrand, S**, McLean, L., and Phillips, B. (2016). Profiles of foundational learning components among first graders. Learning and Individual Differences. Doi: dx.doi.org/10.1016/j.lindif.2016.07.008 NIHMS837780  

Spencer, M**, Kaschak, M. P., Jones, J**, and Lonigan, C. J. (2015). Statistical learning is related to early literacy-related skills. Reading and Writing. 28, 467-490. Doi: 10.1007/s11145-014-9533-0 PMC 4607284

Spencer, M**, Muse, A., Wagner, R.K., Foorman, B., Petscher, Y*, Schatschneider, C., Tighe, E.L., and Bishop, M.D. (2015) Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Reading and Writing. 28(7):959-988. Doi: 10.1007/s11145-015-9557-0 PMC 4530804

Spencer, M**, Quinn, J.M**, and Wagner, R.K. (2014). Specific reading comprehension disability: major problem, myth, or misnomer? Learning Disabilities Research and Practice, 29(1), 3-9. Doi: 10.1111/ldrp.12024 PMC 4134909

Spencer, M**, and Wagner, R.K., (2016). The comprehension problems for second-language learners with poor reading comprehension despite adequate decoding: A meta-analysis. Journal of Research in Reading.  Doi: 10.1111/1467-9817.12080 NIHMS826861

Spencer, M**, Wagner, R. K., Schatschneider, C., Quinn, J.M**, Lopez, D., and Petscher, Y* (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disability Quarterly. 37(3), 161-171. Doi: 10.1177/0731948714530967 PMC 4240020

Spiegel, J.A**, Lonigan, C.J., and Phillips, B.M. (in press). Factor structure and predictive validity of the Behavior Rating Inventory of Executive Function Preschool Version. Psychological Assessment. Doi: 10.1037/pas0000324 PMC 5097689

Swanson, E., Vaughn, S**, Wanzek, J*, Petscher, Y*, Heckert, J., Cavanaugh, C., Kraft, G., and Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275. Doi: 10.1177/0022219410378444 PMC 3319370

Taylor, J., Allan, N**, Mikolajewski, A. J**, and Hart, S. A* (2013). Common genetic and non-shared environmental factors contribute to the association between socio-emotional dispositions and the externalizing factor in children. The Journal of Child Psychology and Psychiatry. 54(1), 67-76. Doi:10.1111/j.1469-7610.2012.02621.x PMC 3527638

Taylor, J. and Hart, S.A*. (2014). A chaotic home environment accounts for the association between respect for rules disposition and reading comprehension: A twin study. Learning and Individual Differences. 35: 70-77. Doi: 10.1016/j.lindif.2014.07.020 PMC 4196385

Taylor, J.E., Hart, S.A*, Mikolajewski, A.J**, and Schatschneider, C. (2013). An update on the Florida State twin registry. Twin Research and Human Genetics. 16(1), 471-475. Doi:10.1017/thg.2012.74 PMC 3570689

Terry, N.P., Connor, C.M.*, Johnson, L., Stuckey, A., and Tani, N.** (2016). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing. 1:29(2):267-295. Doi: 10.1007/s11145-015-9593-9 PMC 4749275

Terry, N.P., Connor, C.M.*, Petscher, Y.*, and Conlin, C.R. (2012). Dialect variation and reading: is change in Nonmainstream American English use related to reading achievement in first and second grades? Journal of Speech, Language, and Hearing Research. 55, 55-69. Doi: 10.1044/1092-4388(2011/090257) PMC 4300521

Thatcher Kantor, P**, Wagner, R.K., Torgesen, J.K., and Rashotte, C.A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal of Learning Disabilities. 44(4), 313-321. Doi: 10.1177/0022219411407861 PMC 3179788

Thompson, T.M.**, Sharfi, D.**, Lee, M., Yrigollen, C.M.**, Naumova, O.Y.**, and Grigorenko, E.L. (2013).  Comparison of whole-genome DNA methylation patterns in whole blood, saliva and lymphoblastic cell lines. Behavioral Genetics. 43(2), 168-176. Doi: 10.1007/s10519-012-9579-1 PMC 3577999  

Tighe, E.L** (2014). Broadening Our Perspectives on Adult Literacy, Numeracy, and Problem-Solving Skills with PIAAC Data: A Commentary on The Centre for Literacy’s 2014 Summer Institute. Journal of research and practice for adult literacy, secondary, and basic education, 3(3), 63. (No Doi) PMC 4793720

Tighe, E.L**, Barnes, A.E., Connor, C.M.*, and Steadman, S.C. (2013).Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives. Reading Research Quarterly.  48(4):415-435. Doi: 10.1002/rrq.57 PMC 4535723

Tighe, E.L**, and Binder, K.S. (2015). An investigation of morphological awareness and processing in adults with low literacy. Applied Psycholinguistics. 36(2):245-273. Doi: 10.1017/S0142716413000222 PMC 4405785

Tighe, E.L**, and Schatschneider, C. (2014) Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. Journal of Learning Disabilities. Doi: 10.1177/0022219414555415 PMC 4532638

Tighe, E.L**, and Schatschneider C. (2014). A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills. Reading and Writing. 27(1):101-127. Doi: 10.1007/s11145-013-9435-6 PMC 4557879

Tighe, E.L**, and Schatschneider C. (2014). Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students. Journal of Learning Disabilities. Doi: 10.1177/0022219414556771 PMC 4558398

Tighe, E.L**, Spencer, M**, and Schatschneider, C. (2015) Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach.

Reading Psychology. 36(8):700-740. Doi: 10.1080/02702711.2014.963270 PMC 4750491

Tighe, E.L**, Wagner, R.K., and Schatschneider, C. (2015). Applying a multi-group causal indicator modeling framework to the reading comprehension skills of third, seventh and tenth grade students. Reading and Writing. Doi: 10.1007/s11145-014-9532-1 PMC 4371741

Truckenmiller, A.J., Eckert, T.L., Codding, R.S., and Petscher, Y*. (2014) Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial. Journal of School Psychology. 52(6), 531–548 Doi: 10.1016/j.jsp.2014.09.001 PMC 5046133

Vaughn, S**, and Wanzek, J.* (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Journal of Reading Disabilities Research and Practice. 29(2): 46-53. Doi:  10.1111/ldrp.12031 PMC 4043370

Wagner, R.K. and Compton, D.L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities. 44(4), 311-312. Doi: 10.1177/0022219411407859 PMC 3187556

Wagner, R.K., Herrera, S.K**, Spencer, M**, and Quinn, J.M** (2015). Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman. Journal of Learning Disabilities. 48(2):115-9. Doi:10.1177/0022219414544544 PMC 4318790

Wagner, R.K., Puranik, C.S.*, Foorman, B., Foster, E.**, Wilson, L.G., Tschinkel, E., and Kantor, P.T. (2011). Modeling the development of written language. Reading and Writing. 24(2), 203-220. Doi: 10.1007/s11145-010-9266-7 PMC 3249727

Wanzek, J.*, Al Otaiba, S.*, and Petscher, Y.* (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children. 80(2), 187-204. Doi: 10.1177/001440291408000204 PMC 3923446

Wanzek, J.*, Gatlin, B. **, Al Otaiba, S.*, and Kim, Y.S.* (in press).  The impact of transcription writing interventions for first grade students. Reading & Writing Quarterly: Overcoming Learning Difficulties. NIHMS833664

Wanzek, J.*, Roberts, G., and Al Otaiba, S.* (2014). Academic responding during instruction and reading outcomes for kindergarten students at risk for reading difficulties. Reading and Writing. 27(1): 55-78. Doi: 10.1007/s11145-013-9433-8 PMC 3961576

Wanzek, J.*, Roberts, G., Al Otaiba, S*, and Kent, S**. (2014). The relationship of print reading in tier 1 instruction and reading achievement for kindergarten students at risk for reading difficulties. Learning Disabilities Quarterly. 37(3). 148-160. Doi: 10.1177/0731948713518334 PMC 4209904

Wood, C., Appleget, A., and Hart, S. A* (in press). Core vocabulary in written personal narratives of school age children. Augmentative and Alternative Communication, 1-34 pages. Doi: 10.1080/07434618.2016.1216596   NIHMS834340

Wood, S.G**, Hart, S. A.*, Little, C.**, and Phillips, B.M. (2016). Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill-Palmer Quarterly. 62(3), 233251. NIHMS834343

Wood, S.G**, Moxley, J.H**, Tighe, M.S**, and Wagner, R.K. (2016).  Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis. Journal of Learning Disabilities. NIHMS831275

Yan, C.M.W, McBride-Chang, C, Wagner, R.K., Zhang, A.M.Y, and Wong, H.S. (2012). Writing quality in Chinese children: speed and fluency matter. Reading and Writing. 25(7), 1499-1521. Doi: 10.1007/s11145-011-9330-y PMC 4350372

Zhang, J., McBride-Chang, C, Wagner, R.K., and Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children’s writing in English as a foreign language. Bilingualism: Language and Cognition. 17(2), 347-363. Doi: 10.1017/S1366728913000163 PMC 4341962