A Longitudinal Analysis of the Connection Between Oral Language and Early Reading von Roth, Froma P., Speece, Deborah L., Cooper, David H.

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Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework von Speece, Deborah L., Schatschneider, Christopher, Silverman, Rebecca, Case, Lisa Pericola, Cooper, David H., Jacobs, Dawn M.

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Validation of a Supplemental Reading Intervention for First-Grade Children von Pericola Case, Lisa, Speece, Deborah L., Silverman, Rebecca, Ritchey, Kristen D., Schatschneider, Christopher, Cooper, David H., Montanaro, Elizabeth, Jacobs, Dawn

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Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades von Silverman, Rebecca D., McNeish, Daniel, Speece, Deborah L., Ritchey, Kristin D.

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A Professor Goes to Washington: An Open Letter to Colleagues von Speece, Deborah L.

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Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students von Ritchey, Kristen D., Palombo, Kimberly, Silverman, Rebecca D., Speece, Deborah L.

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Prediction and Stability of Reading Problems in Middle Childhood von Ritchey, Kristen D., Silverman, Rebecca D., Schatschneider, Christopher, Speece, Deborah L.

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Classification in Context: An Alternative Approach to Identifying Early Reading Disability von Speece, Deborah L, Pericola Case, Lisa

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A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure von Speece, Deborah L., Ritchey, Kristen D.

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From letter names to word reading: The nascent role of sublexical fluency von Ritchey, Kristen D., Speece, Deborah L.

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Hitting the Moving Target Known as Reading Development: Some Thoughts on Screening Children for Secondary Interventions von Speece, Deborah L.

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Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students von Ritchey, Kristen D., Silverman, Rebecca D., Montanaro, Elizabeth A., Speece, Deborah L., Schatschneider, Christopher

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Reciprocal Teaching Goes to College: Effects for Postsecondary Students at Risk for Academic Failure von Hart, Ellen R, Speece, Deborah L

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Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill von Speece, Deborah L., Mills, Christina, Ritchey, Kristen D., Hillman, Elgen

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Treatment Validity as a Unifying Construct for Identifying Learning Disabilities von Fuchs, Lynn S., Fuchs, Douglas, Speece, Deborah L.

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The contribution of oral language skills to the development of phonological awareness von COOPER, DAVID H., ROTH, FROMA P., SPEECE, DEBORAH L., SCHATSCHNEIDER, CHRISTOPHER

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Growth in early reading skills from kindergarten to third grade von Speece, Deborah L., Ritchey, Kristen D., Cooper, David H., Roth, Froma P., Schatschneider, Christopher

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Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification von Speece, Deborah L., Case, Lisa Pericola, Molloy, Dawn Eddy

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Curriculum-Based Measurement Progress Monitoring and the Health of General Education von Speece, Deborah L

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Assessing More than You Teach: The Difficult Case of Transfer von Hines, Sara J, Speece, Deborah L, Walker, Caroline Y, DaDeppo, Lisa M. W

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