Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens von Fletcher, Jack M., Francis, David J., Foorman, Barbara R., Schatschneider, Christopher

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The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition-A Cross-Classified Multilevel Model Approach von Kim, Young-Suk, Petscher, Yaacov, Foorman, Barbara R, Zhou, Chengfu

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Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades von Foorman, Barbara R, Koon, Sharon, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea

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Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions von Bailey, Drew H., Duncan, Greg J., Cunha, Flávio, Foorman, Barbara R., Yeager, David S.

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The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2 von Foorman, Barbara R., Herrera, Sarah, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea

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How Psychological Science Informs the Teaching of Reading von Rayner, Keith, Foorman, Barbara R., Perfetti, Charles A., Pesetsky, David, Seidenberg, Mark S.

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The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children von Foorman, Barbara R, Francis, David J, Fletcher, Jack M, Schatschneider, Christopher, Mehta, Paras

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How the Science of Reading Informs 21st-Century Education von Petscher, Yaacov, Cabell, Sonia Q., Catts, Hugh W., Compton, Donald L., Foorman, Barbara R., Hart, Sara A., Lonigan, Christopher J., Phillips, Beth M., Schatschneider, Christopher, Steacy, Laura M., Terry, Nicole Patton, Wagner, Richard K.

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THE RELATIVE IMPACT OF ALIGNING TIER 2 INTERVENTION MATERIALS WITH CLASSROOM CORE READING MATERIALS IN GRADES K–2 von Foorman, Barbara R., Herrera, Sarah, Dombek, Jennifer

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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding von Foorman, Barbara R, Petscher, Yaacov

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Implementing Evidence-Based Reading Practices in K–3 Classrooms von Foorman, Barbara R., Lee, Laurie, Smith, Kevin

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How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9? von Foorman, Barbara R., Wu, Yi-Chieh, Quinn, Jamie M., Petscher, Yaacov

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Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis von Schatschneider, Christopher, Fletcher, Jack M, Francis, David J, Carlson, Coleen D, Foorman, Barbara R

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Brain activation profiles in dyslexic children during non-word reading: a magnetic source imaging study von Simos, Panagiotis G, Breier, Joshua I, Fletcher, Jack M, Foorman, Barbara R, Bergman, Eldo, Fishbeck, Kristen, Papanicolaou, Andrew C

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The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners von Reed, Deborah K., Petscher, Yaacov, Foorman, Barbara R.

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The incremental variance of morphological knowledge to reading comprehension in grades 3–10 beyond prior reading comprehension, spelling, and text reading efficiency von Foorman, Barbara R., Petscher, Yaacov, Bishop, M. Denise

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Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade von Foorman, Barbara R., Petscher, Yaacov, Stanley, Christopher, Truckenmiller, Adrea

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Is a Separate Block of Time for Oral English Language Development in Programs for English Learners Needed? von Saunders, William M., Foorman, Barbara R., Carlson, Coleen D.

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Form effects on the estimation of students' oral reading fluency using DIBELS von Francis, David J., Santi, Kristi L., Barr, Christopher, Fletcher, Jack M., Varisco, Al, Foorman, Barbara R.

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Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners von Cirino, Paul T., Pollard‐Durodola, Sharolyn D., Foorman, Barbara R., Carlson, Coleen D., Francis, David J.

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