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Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?

Blachman, Benita A. ; Schatschneider, Christopher ; Fletcher, Jack M. ; Murray, Maria S. ; Munger, Kristen A. ; Vaughn, Michael G.

Journal of Educational Psychology, 2014, Vol.106(1), pp.46-57 [Peer Reviewed Journal]

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Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review

Elleman, Amy M.

Journal of Educational Psychology, 2017, Vol.109(6), pp.761-781 [Peer Reviewed Journal]

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A systematic meta‐analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program

Strong, Gemma K. ; Torgerson, Carole J. ; Torgerson, David ; Hulme, Charles

Journal of Child Psychology and Psychiatry, March 2011, Vol.52(3), pp.224-235 [Peer Reviewed Journal]

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Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ

Cheung, Celeste H. M. ; Wood, Alexis C. ; Paloyelis, Yannis ; Arias‐Vasquez, Alejandro ; Buitelaar, Jan K. ; Franke, Barbara ; Miranda, Ana ; Mulas, Fernando ; Rommelse, Nanda ; Sergeant, Joseph A. ; Sonuga‐Barke, Edmund J. ; Faraone, Stephen V. ; Asherson, Philip ; Kuntsi, Jonna

Journal of Child Psychology and Psychiatry, August 2012, Vol.53(8), pp.864-873 [Peer Reviewed Journal]

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Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

Wanzek, Jeanne ; Vaughn, Sharon ; Scammacca, Nancy K ; Metz, Kristina ; Murray, Christy S ; Roberts, Greg ; Danielson, Louis

Review of Educational Research, June 2013, Vol.83(2), pp.163-195 [Peer Reviewed Journal]

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The role of executive functions in bilingual children with reading difficulties

Jalali‐Moghadam, Niloufar ; Kormi‐Nouri, Reza

Scandinavian Journal of Psychology, June 2015, Vol.56(3), pp.297-305 [Peer Reviewed Journal]

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Growth in reading-related skills of language minority learners and their classmates: more evidence for early identification and intervention

Kieffer, Michael ; Vukovic, Rose

Reading and Writing, 2013, Vol.26(7), pp.1159-1194 [Peer Reviewed Journal]

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Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

Wanzek, Jeanne ; Roberts, Greg ; Al Otaiba, Stephanie

Reading and Writing, 2014, Vol.27(1), pp.55-78 [Peer Reviewed Journal]

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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders

Denton, Carolyn A. ; Tolar, Tammy D. ; Fletcher, Jack M. ; Barth, Amy E. ; Vaughn, Sharon ; Francis, David J.

Journal of Educational Psychology, 2013, Vol.105(3), pp.633-648 [Peer Reviewed Journal]

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Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow

Fletcher, Jack M ; Morris, Robin D

Journal of autism and developmental disorders, February 2014, Vol.44(2), p.250 [Peer Reviewed Journal]

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Reading Thematically Related Texts to Develop Knowledge and Comprehension

Gelzheiser, Lynn ; Hallgren-Flynn, Laura ; Connors, Margaret ; Scanlon, Donna

The Reading teacher, September 2014, Vol.68(1), p.53 [Peer Reviewed Journal]

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Oral Reading Accuracy: Findings and Implications from Recent Research

Rodgers, Emily ; D'Agostino, Jerome V ; Kelly, Robert H ; Mikita, Clara

The Reading teacher, 2018, Vol.72(2), p.149 [Peer Reviewed Journal]

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Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

Collins, Alyson A ; Lindström, Esther R ; Compton, Donald L

Journal of Learning Disabilities, March 2018, Vol.51(2), pp.108-123 [Peer Reviewed Journal]

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Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties

Stack-Cutler, Holly L ; Parrila, Rauno K ; Torppa, Minna

Journal of Learning Disabilities, November 2015, Vol.48(6), pp.646-657 [Peer Reviewed Journal]

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Executive Function Variation in Children With Conduct Problems: Influences of Coexisting Reading Difficulties

Kallitsoglou, Angeliki

Journal of Learning Disabilities, March 2018, Vol.51(2), pp.168-180 [Peer Reviewed Journal]

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The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis

Tunmer, William E ; Chapman, James W ;Joshi, R. Malatesha (Editor) ; Aaron, P. G (Editor)

Journal of Learning Disabilities, September 2012, Vol.45(5), pp.453-466 [Peer Reviewed Journal]

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How University Students With Reading Difficulties Are Supported in Achieving Their Goals

Stack-Cutler, Holly L ; Parrila, Rauno K ; Jokisaari, Markku ; Nurmi, Jari-Erik

Journal of Learning Disabilities, May 2015, Vol.48(3), pp.323-334 [Peer Reviewed Journal]

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A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?

Peng, Peng ; Fuchs, Douglas

Journal of Learning Disabilities, January 2016, Vol.49(1), pp.3-20 [Peer Reviewed Journal]

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19
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Response to Intervention With Secondary School Students With Reading Difficulties

Vaughn, Sharon ; Fletcher, Jack M ;Vaughn, Sharon (Editor) ; Fuchs, Lynn S (Editor)

Journal of Learning Disabilities, May 2012, Vol.45(3), pp.244-256 [Peer Reviewed Journal]

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Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading

Pfost, Maximilian ; Hattie, John ; Dörfler, Tobias ; Artelt, Cordula

Review of Educational Research, June 2014, Vol.84(2), pp.203-244 [Peer Reviewed Journal]

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