Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review von Elleman, Amy M.

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Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy von Oslund, Eric L., Elleman, Amy M., Wallace, Kelli

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Beyond Comprehension Strategy Instruction: What's Next? von Elleman, Amy M, Compton, Donald L

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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers von Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer K., Compton, Donald L., Cho, Eunsoo, Patton, Samuel

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A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice von Elleman, Amy M, Oslund, Eric L, Griffin, Natalie M, Myers, Katie E

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The Impact of Growth Mindset Instruction on the Vocabulary Acquisition and Comprehension of First Grade Students von Griffin, Natalie M., Elleman, Amy M., Oslund, Eric L.

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Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents von Fields, R. Stacy, Elleman, Amy M., Oslund, Eric L., Clark, Laura B., Olson, Collin

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Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction von Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer K., Patton, Samuel, Peng, Peng, Compton, Donald L.

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Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery von Steacy, Laura M., Fuchs, Douglas, Gilbert, Jennifer K., Kearns, Devin M., Elleman, Amy M., Edwards, Ashley A.

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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis von Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Elleman, Amy M., Kearns, Devin M., Patton, Samuel, Compton, Donald L.

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DEVELOPING CONTENT KNOWLEDGE IN STRUGGLING READERS: Differential Effects of Strategy Instruction for Younger and Older Elementary Students von Elleman, Amy M., Olinghouse, Natalie G., Gilbert, Jennifer K., Compton, Donald L., Spencer, Jane Lawrence

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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near–Transfer von Fuchs, Douglas, Hendricks, Emma, Walsh, Meagan E., Fuchs, Lynn S., Gilbert, Jennifer K., Zhang Tracy, Wen, Patton, Samuel, Davis-Perkins, Nicole, Kim, Wooliya, Elleman, Amy M., Peng, Peng

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Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability von Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer K.

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Social Validity’s Presence in Field-Based Reading Intervention Research von Lindo, Endia J., Elleman, Amy M.

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Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties von Elleman, Amy M., Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Bouton, Bobette

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Reading Comprehension Research: Implications for Practice and Policy von Elleman, Amy M., Oslund, Eric L.

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Becoming Brave Spellers von Schrodt, Katie, FitzPatrick, Erin, Elleman, Amy

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

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Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students von Elleman, Amy M., Steacy, Laura M., Gilbert, Jennifer K., Cho, Eunsoo, Miller, Amanda C., Coyne-Green, Aviva, Pritchard, Penn, Fields, R. Stacy, Schaeffer, Samantha, Compton, Donald L.

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The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis von Elleman, Amy M., Lindo, Endia J., Morphy, Paul, Compton, Donald L.

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