Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8 von Baker, Doris Luft, Biancarosa, Gina, Park, Bitnara Jasmine, Bousselot, Tracy, Smith, Jean-Louise, Baker, Scott K., Kame’enui, Edward J., Alonzo, Julie, Tindal, Gerald

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Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings von Baumann, James F., Edwards, Elizabeth Carr, Boland, Eileen M., Olejnik, Stephen, Edward J. Kame'enui

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A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law von Gearin, Brian, Turtura, Jessica, Kame’enui, Edward J., Nelson, Nancy J., Fien, Hank

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Teaching morphemic and contextual analysis to fifth-grade students von Baumann, James F., Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A., Kame'enui, Edward J., Olejnik, Stephen

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Ode to Zig (and the Bard): In Support of an Incomplete Logical-Empirical Model of Direct Instruction von Kame’enui, Edward J.

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Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties? von Baker, Doris Luft, Burns, Darci, Kame'enui, Edward J., Smolkowski, Keith, Baker, Scott King

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Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1–3 von Baker, Doris Luft, Park, Yonghan, Baker, Scott K., Basaraba, Deni Lee, Kame'enui, Edward J., Beck, Carrie Thomas

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Indexing Response to Intervention: A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade von Simmons, Deborah C., Coyne, Michael D., Kwok, Oi-man, McDonagh, Sarah, Harn, Beth A., Kame'enui, Edward J.

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The Adequacy of Tools for Assessing Reading Competence: A Framework and Review von Edward J. Kame'enui, Fuchs, Lynn, Francis, David J., Good, Roland, O'Connor, Rollanda E., Simmons, Deborah C., Tindal, Gerald, Torgesen, Joseph K.

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The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade von Cena, Johanna, Baker, Doris Luft, Kame’enui, Edward J., Baker, Scott K., Park, Yonghan, Smolkowski, Keith

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Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade von Crone, Deanne A., Stoolmiller, Michael, Baker, Scott K., Fien, Hank, Turtura, Jessica, Strand Cary, Mari, Kennedy, Patrick C., Nelson, Nancy, Kame’enui, Edward 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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Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grad... von Cummings, Kelli D., Stoolmiller, Michael L., Baker, Scott K., Fien, Hank, Kame’enui, Edward J.

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The Impact of Oregon Reading First on Student Reading Outcomes von Baker, Scott K., Smolkowski, Keith, Smith, Jeanie Mercier, Fien, Hank, Kame'enui, Edward J., Thomas Beck, Carrie

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Using Explicit and Systematic Instruction Across Academic Domains von Smith, Jean Louise M., Doabler, Christian T., Kame′enui, Edward J.

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Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention von Coyne, Michael D., Kame'enui, Edward J., Simmons, Deborah C., Harn, Beth A.

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Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity von Simmons, Deborah C., Kame'enui, Edward J., Harn, Beth, Coyne, Michael D., Stoolmiller, Mike, Edwards Santoro, Lana, Smith, Sylvia B., Beck, Carrie Thomas, Kaufman, Noah K.

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Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis von Chard, David J., Stoolmiller, Mike, Harn, Beth A., Wanzek, Jeanne, Vaughn, Sharon, Linan-Thompson, Sylvia, Kame'enui, Edward J.

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AN ODE TO CLARITY IN COMMUNICATING THE WRITTEN WORD ON RESEARCH: A Synopsis of the IES “REL Program Writers Guide and Style Guide” (May 2015) von Godbold, James M., Kame’enui, Edward J.

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A New Paradigm; Responsiveness to Intervention von Kame'enui, Edward J.

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