Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension von Porter, Susan B., Odegard, Timothy N., Farris, Emily A., Oslund, Eric L.

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

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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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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 direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders von Oslund, Eric L., Clemens, Nathan H., Simmons, Deborah C., Simmons, Leslie E.

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Characterizing the knowledge of educators receiving training in systematic literacy instruction von McMahan, K. Melissa, Oslund, Eric L., Odegard, Timothy N.

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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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External evaluations for dyslexia: do the data support parent concerns? von Odegard, Timothy N., Hutchings, Tamera, Farris, Emily A., 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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Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills von Clemens, Nathan H., Oslund, Eric L., Simmons, Leslie E., Simmons, Deborah

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Statistical methods and reporting practices in the study of dyslexia von Rollins, Adam, Oslund, Eric L., Wallace, Kelli, Li, Daren

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School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role von Reed, Karen Nourse, Oslund, Eric L

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Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty von Oslund, Eric L., Hagan-Burke, Shanna, Simmons, Deborah C., Clemens, Nathan H., Simmons, Leslie E., Taylor, Aaron B., Kwok, Oi-man, Coyne, Michael D.

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Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation von Coyne, Michael D., Simmons, Deborah C., Hagan-Burke, Shanna, Simmons, Leslie E., Kwok, Oi-Man, Kim, Minjung, Fogarty, Melissa, Oslund, Eric L., Taylor, Aaron B., Capozzoli-Oldham, Ashley, Ware, Sharon, Little, Mary E., Rawlinson, D'Ann M.

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Interpreting Secondary Students’ Performance on a Timed, Multiple-Choice Reading Comprehension Assessment: The Prevalence and Impact of Non-Attempted Items von Clemens, Nathan H., Davis, John L., Simmons, Leslie E., Oslund, Eric L., Simmons, Deborah C.

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Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability? von Oslund, Eric L., Simmons, Deborah C., Hagan-Burke, Shanna, Kwok, Oi-Man, Simmons, Leslie E., Taylor, Aaron B., Coyne, Michael D.

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Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes von Simmons, Deborah, Fogarty, Melissa, Oslund, Eric L., Simmons, Leslie, Hairrell, Angela, Davis, John, Anderson, Leah, Clemens, Nathan, Vaughn, Sharon, Roberts, Greg, Stillman, Stephanie, Fall, Anna-Maria

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Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions von Simmons, Deborah C., Taylor, Aaron B., Oslund, Eric L., Simmons, Leslie E., Coyne, Michael D., Little, Mary E., Rawlinson, D’Ann M., Hagan-Burke, Shanna, Kwok, Oi-man, Kim, Minjung

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Predicting Kindergarteners' Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures von Oslund, Eric L., Hagan-Burke, Shanna, Taylor, Aaron B., Simmons, Deborah C., Simmons, Leslie, Kwok, Oi-Man, Johnson, Caitlin, Coyne, Michael D.

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How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes von Oslund, Eric L., Clemens, Nathan H., Simmons, Deborah C., Smith, Stacey L., Simmons, Leslie E.

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