Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students' Reading Fluency and Comprehension von Amendum, Steven J., Conradi, Kristin, Hiebert, Elfrieda

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English Reading Growth in Spanish‐Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross‐Linguistic Influence von Relyea, Jackie Eunjung, Amendum, Steven J.

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Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth von Babinski, Leslie M., Amendum, Steven J., Carrig, Madeline M., Knotek, Steven E., Mann, Jennifer C., Sánchez, Marta

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Theory of Mind: a Hidden Factor in Reading Comprehension? von Dore, Rebecca A., Amendum, Steven J., Golinkoff, Roberta Michnick, Hirsh-Pasek, Kathy

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Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension von Kim, Young-Suk Grace, Dore, Rebecca, Cho, Minkyung, Golinkoff, Roberta, Amendum, Steven J.

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What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews von Kittle, Jonathan M., Amendum, Steven J., Budde, Christina M.

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Improving Young English Learners' Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial von Babinski, Leslie M., Amendum, Steven J., Knotek, Steven E., Sánchez, Marta, Malone, Patrick

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Maximizing Small‐Group Reading Instruction von Conradi Smith, Kristin, Amendum, Steven J., Williams, Tamara W.

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Situated learning, professional development, and early reading intervention: A mixed methods study von Amendum, Steven J., Liebfreund, Meghan D.

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Using an Assessment System for Data-Driven Reform: Effects of mCLASS on Third-Grade Reading Test Scores and Special Education Placement von Liebfreund, Meghan D, Porter, Stephen R, Amendum, Steven J, Starcke, Matt A

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Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners von Amendum, Steven J., Bratsch-Hines, Mary, Vernon-Feagans, Lynne

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Explaining reading variance by student subgroup: should we move beyond oral reading fluency? von Amendum, Steven J., Conradi Smith, Kristin, Liebfreund, Meghan D.

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Matching Interventions to Reading Needs: A Case for Differentiation von Jones, Jill S., Conradi, Kristin, Amendum, Steven J.

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Supporting Elementary Students' Reading of Difficult Texts von Strong, John Z., Amendum, Steven J., Smith, Kristin Conradi

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The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention von Amendum, Steven J., Vernon-Feagans, Lynne, Ginsberg, Marnie C.

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The Push for More Challenging Texts: An Analysis of Early Readers' Rate, Accuracy, and Comprehension von Amendum, Steven J., Conradi, Kristin, Liebfreund, Meghan D.

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The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention von Amendum, Steven J., Vernon-Feagans, Lynne, Ginsberg, Marnie C.

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Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings? von Amendum, Steven J., Fitzgerald, Jill

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Interpreting Reading Assessment Data: Moving From Parts to Whole in a Testing Era von Amendum, Steven J., Conradi, Kristin, Pendleton, Melissa J.

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Using an Assessment System for Data-Driven Reform von Liebfreund, Meghan D., Porter, Stephen R., Amendum, Steven J., Starcke, Matt A.

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