Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers von Barth, Amy E, Elleman, Amy

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Scaffolding Inference-Making for Adolescents With Disabilities That Impact Reading von Barth, Amy E., Thomas, Cathy Newman

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The Effects of Blended Text-Processing and Linguistic Comprehension Interventions among Struggling Middle-School Readers von Barth, Amy E, Vaughn, Sharon, McCulley, Elisabeth V

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Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis von Stuebing, Karla K., Barth, Amy E., Trahan, Lisa H., Reddy, Radhika R., Miciak, Jeremy, Fletcher, Jack M.

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Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension von Barth, Amy E., Barnes, Marcia, Francis, David, Vaughn, Sharon, York, Mary

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The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students von Barth, Amy E., Tolar, Tammy D., Fletcher, Jack M., Francis, David

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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders von Denton, Carolyn A., Tolar, Tammy D., Fletcher, Jack M., Barth, Amy E., Vaughn, Sharon, Francis, David J.

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Reading skill components and impairments in middle school struggling readers von Cirino, Paul T., Romain, Melissa A., Barth, Amy E., Tolar, Tammy D., Fletcher, Jack M., Vaughn, Sharon

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The role of knowledge availability in forming inferences with rural middle grade English learners von Barth, Amy E., Daniel, Johny, Roberts, Gregory, Vaughn, Sharon, Barnes, Marcia A., Ankrum, Ethan, Kincaid, Heather

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Inference Instruction for Students With Reading Disabilities von Barth, Amy E., Ankrum, Ethan R., Newman Thomas, Cathy

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IQ is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation von Stuebing, Karla K., Barth, Amy E., Molfese, Peter J., Weiss, Brandon, Fletcher, Jack M.

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Predicting reading outcomes with progress monitoring slopes among middle grade students von Tolar, Tammy D., Barth, Amy E., Fletcher, Jack M., Francis, David J., Vaughn, Sharon

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An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties von Denton, Carolyn A., Fletcher, Jack M., Taylor, W. Pat, Barth, Amy E., Vaughn, Sharon

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Analyst Earnings Forecast Revisions and the Pricing of Accruals von Barth, Mary E., Hutton, Amy P.

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Fledgling Psychopathy in the Classroom: ADHD Subtypes, Psychopathy, and Reading Comprehension in a Community Sample of Adolescents von DeLisi, Matt, Vaughn, Michael, Beaver, Kevin M., Wexler, Jade, Barth, Amy E., Fletcher, Jack M.

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Exploring Counselors’ Personal Guiding Theories: A Qualitative Study in Portraiture von Barth, Amy, Rheineck, Jane, Merino, Carrie

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Agreement among response to intervention criteria for identifying responder status von Barth, Amy E., Stuebing, Karla K., Anthony, Jason L., Denton, Carolyn A., Mathes, Patricia G., Fletcher, Jack M., Francis, David J.

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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant von Stuebing, Karla K, Barth, Amy E, Cirino, Paul T, Francis, David J, Fletcher, Jack M

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Text-Based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities von Solís, Michael, Scammacca, Nancy, Barth, Amy E, Roberts, Garrett J

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Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models von Barnes, Marcia A., Stuebing, Karla K., Fletcher, Jack M., Barth, Amy E., Francis, David J.

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