Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components von Gersten, Russell, Chard, David J., Jayanthi, Madhavi, Baker, Scott K., Morphy, Paul, Flojo, Jonathan

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Can the Evidence Revolution and Multi-Tiered Systems of Support Improve Education Equity and Reading Achievement? von Fien, Hank, Chard, David J., Baker, Scott K.

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The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics von Clarke, Ben, Smolkowski, Keith, Baker, Scott K., Fien, Hank, Doabler, Christian T., Chard, David J.

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Emergence of the neural network for reading in five-year-old beginning readers of different levels of pre-literacy abilities: An fMRI study von Yamada, Yoshiko, Stevens, Courtney, Dow, Mark, Harn, Beth A., Chard, David J., Neville, Helen J.

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Fluency: Bridge Between Decoding and Reading Comprehension von Pikulski, John J., Chard, David J.

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Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence von Chard, David J., Ketterlin-Geller, Leanne R., Baker, Scott K., Doabler, Christian, Apichatabutra, Chanisa

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Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings von Chard, David J., Clarke, Ben, Baker, Scott, Otterstedt, Janet, Braun, Drew, Katz, Rachell

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Examining the Role of Attention and Instruction in At-Risk Kindergarteners: Electrophysiological Measures of Selective Auditory Attention Before and After an Early Literacy Interve... von Stevens, Courtney, Harn, Beth, Chard, David J., Currin, Jeff, Parisi, Danielle, Neville, Helen

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The Underlying Message in LD Intervention Research: Findings from Research Syntheses von Vaughn, Sharon, Gersten, Russell, Chard, David J.

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Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development von Baker, Scott K., Chard, David J., Ketterlin-Geller, Leanne R., Apichatabutra, Chanisa, Doabler, Christian

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A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities von Chard, David J., Vaughn, Sharon, Tyler, Brenda-Jean

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A Glass Half Full: A Commentary on the Special Issue von Chard, David J.

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Systems Impact: Issues and Trends in Improving School Outcomes for All Learners Through Multitier Instructional Models von Chard, David J.

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An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade von Baker, Scott K., Santoro, Lana Edwards, Chard, David J., Fien, Hank, Park, Yonghan, Otterstedt, Janet

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Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades von McIntosh, Kent, Chard, David J., Boland, Joseph B., Horner, Robert H.

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An Analysis of Early Numeracy Curriculum-Based Measurement: Examining the Role of Growth in Student Outcomes von Clarke, Ben, Baker, Scott, Smolkowski, Keith, Chard, David J.

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Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance: An Essential Mechanism for Effective RTI von Harn, Beth A., Chard, David J., Biancarosa, Gina, Kame'enui, Edward J.

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Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum von Chard, David J., Baker, Scott K., Clarke, Ben, Jungjohann, Kathleen, Davis, Karen, Smolkowski, Keith

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Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary von Santoro, Lana Edwards, Chard, David J., Howard, Lisa, Baker, Scott K.

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Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders: The Role of Automaticity and Unitization von Harn, Beth A., Stoolmiller, Mike, Chard, David J.

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