Submissions from 2022
High Quality, Equity, and Assessment: An Analysis of Variables Impacting English Learner Standardized Science Test Performance and Implications for Construct Validity, Maria del Carmen Salazar, Joanna K. Bruno, and Melissa P. Schneider
Submissions from 2020
Efficacy of a Learning Trajectory Approach Compared to a Teach-to-target Approach for Addition and Subtraction, Douglas H. Clements, Julie Sarama, Arthur J. Baroody, and Candace Joswick
Submissions from 2019
Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading., Eunsoo Cho, Philip Capin, Greg Roberts, Garrett J. Roberts, and Sharon Vaughn
Strategy Diversity in Early Mathematics Classrooms, Douglas H. Clements, Denis Dumas, Yixiao Dong, Holland W. Banse, Julie Sarama, and Crystal A. Day-Hess
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition, Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Candace Joswick, and Christopher B. Wolfe
Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties, Garrett J. Roberts, Eunsoo Cho, Justin D. Garwood, Grant H. Goble, Taryn Robertson, and Abby Hodges
Effects of a Self-management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder, Garrett J. Roberts, Min Mize, Colleen K. Reutebuch, Terry Falcomata, Philip Capin, and Briana L. Steelman
Effects of Cross-age Tutors With EBD for Kindergarteners at Risk of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, and Garrett J. Roberts
Submissions from 2018
Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development., Drew H. Bailey, Greg J. Duncan, Tyler Watts, Douglas H. Clements, and Julie Sarama
Evaluation of Three Interventions Teaching Area Measurement as Spatial Structuring to Young Children, Douglas H. Clements, Julie Sarama, Douglas W. Van Dine, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen, and Cheryl L. Eames
Do High-quality Kindergarten and First-grade Classrooms Mitigate Preschool Fadeout?, Jade Marcus Jenkins, Tyler W. Watts, Katherine Magnuson, Elizabeth T. Gershoff, Douglas H. Clements, Julie Sarama, and Greg J. Duncan
Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers, Garrett J. Roberts, Philip Capin, Greg Roberts, Jeremy Miciak, Jamie M. Quinn, and Sharon Vaughn
Causal Mediation in Educational Intervention Studies, Greg Roberts, Nancy Scammacca, and Garrett J. Roberts
Efficacy of a Word- and Text-based Intervention for Students with Significant Reading Difficulties, Sharon Vaughn, Garrett J. Roberts, Jeremy Miciak, Pat Taylor, and Jack M. Fletcher
Submissions from 2017
The Research-based Balance in Early Childhood Mathematics: A Response to Common Core Criticisms, Douglas H. Clements, Karen C. Fuson, and Julie Sarama
The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers, Jeremy Miciak, Garrett J. Roberts, W. Pat Taylor, Michael Solis, Yusra Ahmed, Sharon Vaughn, and Jack M. Fletcher
What Is the Long-run Impact of Learning Mathematics During Preschool?, Tyler W. Watts, Greg J. Duncan, Douglas H. Clements, and Julie Sarama
Submissions from 2016
Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?, Drew H. Bailey, Tutrang Nguyen, Jade Marcus Jenkins, Thurston Domina, Douglas H. Clements, and Julie Sarama
Reading Instruction for English Learners in the Middle Grades: A Meta-analysis, Colby Hall, Garrett J. Roberts, Eunsoo Cho, Lisa V. McCulley, Megan Carroll, and Sharon Vaughn
Submissions from 2015
Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools, Matthew E. Foster, Jason L. Anthony, Douglas H. Clements, and Julie Sarama