Florida Learning Disabilities Research Center

Main Location & Hours

Florida State University
Psychology West
1107 West Call St A418
Tallahassee, FL 32306-4301
M-F, 8am-5pm

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The FLDRC is one of 4 federally funded LDRC projects. The projects are designed to broaden the scientific and practical understanding of learning disabilities and co-occurring conditions. The projects are funded by the National Institute of Health (NIH) through the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Florida State holds the grant for one of the centers. The FLDRC is in its second cycle of NIH funding. 6 Projects and 4 Cores are part of this project.

Recent Project Publications

Project 1

Ahmed, Y., Wagner, R.K., and Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence and text levels: A latent change score analysis. Journal of Educational Psychology, 106(2). 419-434. doi: 10.1037/a0035692

Brown Waesche, J. S., Schatschneider, C., Maner, J. K., Ahmed, Y., Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disability, 44(3), 296-307. DOI: 10.1177/0022219410392048

Guan, C. Q., Wagner, R. K., Ye, F., & Meng, W. (2014). Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. Journal of Educational Psychology, 106(3), 779-798. doi: 10.1037/a0035984

Kim, Y., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362. doi: 10.1080/10888438.2010.493964

Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: the role of lexical access. Reading and Writing, 24 (1), 1-25. doi: 10.1007/s11145-009-9199-1

Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: a comparison of two instructional approaches. Reading and Writing, 23(6), 607-626. doi: 10.1007/s11145-009-9174-x

Piasta, S. B. & Wagner, R. K. (2010). Developing early literacy skills: a meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38. doi: 10.1598/RRQ.45.1.2

Piasta, S. B. & Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of Experimental Child Psychology, 105(4), 324-344. doi: 10.1016/j.jecp.2009.12.008

Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2014). Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Development, National Institutes of Health, ref. NIHMS614432.

Quinn, J. M. & Wagner, R. K. (2013). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. Journal of Learning Disability, XX (X), 1-13. doi: 10.1177/0022219413508323

Schatschneider, C., Wagner, R. K., & Crawford, E. C. (2008). The importance of measuring growth in response to intervention models: Testing a core assumption. Learning and Individual Differences, 18(3), 308-315. doi: 10.1016/j.lindif.2008.04.005

Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J. M., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disability Quarterly, 37(3), 161-171. doi: 10.1177/0731948714530967

Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific reading comprehension disability: major problem, myth, or misnomer? Learning disabilities research & practice, 29(1), 3-9. doi: 10.1111/ldrp.12024

Thatcher Kantor, P., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal of Learning Disabilities, 44(4), 313-321. DOI: 10.1177/0022219411407861

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40-56. doi: 10.1007/s11881-009-0032-y

Vaughn, S. & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: meaningful impacts. Division for Learning Disabilities, National Institutes of Health, ref. NIHMS533541.

Wagner, R. K. & Compton, D. L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities, 44(4), 311-312. doi: 10.1177/0022219411407859

Wagner, R. K., Herrera, S. K., Spencer, M., & Quinn, J. M. (2014). Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Journal of Learning Disabilities. doi: 10.1177/0022219414544544

Wagner, R. K. and Meros, D. (2010). Vocabulary and reading comprehension: direct, indirect, and reciprocal influences. Focus on Exceptional Children, 43(1), 1-10. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA245473138&v=2.1&u=tall85761&it=r&p=AONE&sw=w&asid=d35dbb8f7c14d2717524bd7e644061

Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203-220. doi: 10.1007/s11145-010-9266-7

Wagner, R. K. & Ridgewell, C. (2009). A Large-Scale study of specific reading comprehension disability. Perspectives on Language and Literacy, 35(5).

Project 2

Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingerbrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778. doi: 10.1037/a0035921

Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, 47(3), 187–214. doi: 10.1016/j.jsp.2009.02.002

Phillips, B. M., Clancy-Menchetti, J., and Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children lessons from the classroom. Topics in early childhood special education, 28(1), 3-17. doi: 10.1177/0271121407313813

Phillips, B. M. & Lonigan, C. J. (2010). Child and informant influences on behavioral ratings of preschool children. Psychology in the Schools, 47(4), 374-390. doi: 10.1002/pits.20476

Phillips, B. M. & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: a cluster analytic approach. Scientific Studies of Reading, 13(2), 146-174. doi:10.1080/10888430902769533

Phillips, B. M., Lonigan, C. J., & Wyatt, M. A. (2009). Predictive validity of the Get Ready to Read! screener: concurrent and long-term relations with reading-related skills. Journal of Learning Disabilities, 42(2), 133-147. doi: 10.1177/0022219408326209

Purpura, D. J. & Lonigan, C. J. (2009). Conners’ teacher rating scale for preschool children: a revised, brief, age-specific measure. Journal of Clinical Child & Adolescent, 38(2), 263-272. doi: 10.1080/15374410802698446

Terry, N. P., Connor, C. M., Petscher, Y., & Conlin, C. R. (2012). Dialect variation and reading: is change in Nonmainstream American English use related to reading achievement in first and second grades? Journal of Speech, Language, and Hearing Research, 55, 55-69. doi:10.1044/1092-4388(2011/09-0257)

Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Title: Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3-16. doi: 10.1177/1088357608328515

Project 3

Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (in press). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading.

Al Otaiba, S., Connor, C., Sidler Folsom, J., Greulich, L., Meadows, J., and Zhi, L. (2011). Assessment Data Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster Randomized Control Field Trial. Elementary School, 111(4), 535-560. doi:10.1086/659031

Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., and Sidler, J. F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: advances in individualized classroom instruction. Perspectives on Language and Literacy, the International Dyslexia Association.

Al Otaiba, S., Folsom, J., Schatschneider, C., Wanzek, J, Greulich, L., Meadows, J., Zhi, L., Connor, C. (2011). Predicting first grade reading performance from Kindergarten response to tier 1 instruction. Exceptional Children, 77(4), 453-470. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA260582216&v=2.1&u=tall85761&it=r&p=HRCA&sw=w&asid=e7102a760306cc877d4d58c288fabcf0

Al Otaiba, S., Foorman, B. (2008). Early literacy instruction and intervention. Community Literacy Journal. 3 (1) 21-37.

Al Otaiba, S., Hosp, J., Smartt, S., Dole, J. (2008). The challenging role of a reading coach, a cautionary tale. Journal of Educational Psychology Consulting, 18(2), 124-155. doi:10.1080/10474410802022423

Al Otaiba, S., Kim, Y., Wanzek, J., Petscher, Y., & Wagner, R. K. (2014). Long Term Effects of First Grade Multi-Tier Intervention. Journal of Research on Educational Effectiveness, National Institutes of Health, ref. NIHMS622087.

Al Otaiba, S., Lake, V.E., Greulich, L., Folsom, J., Guidry, L. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1). doi: 10.1007/s11145-010-9250-2

Al Otaiba, S., Lewis, S., Whalon, K., Dyrlund, A., Mckenzie, R. (2008). Home literacy environments of young children with Downs Syndrome: findings from a web-based survey. Remedial and Special Education, 30(2), 96-107. doi: 10.1177/0741932508315050

Al Otaiba, S., Petscher, Y., Pappamihiel, N.E., Williams, R., Dyrlund, A., Connor, C. (2009). Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade. Journal of Educational Psychology, 101(2), 315-329. doi: 10.1037/a0014698

Al Otaiba, S., Puranik, C. S., Rouby, D. A., Greulich, L., Sidler, J. F., Lee, J. (2008). Disabilities Predicting Kindergarteners' End-Of-Year Spelling Ability Based on Their Reading, Alphabetic, Vocabulary, And Phonological Awareness Skills, As Well As Prior literacy Experiences. Learning Disability Quarterly, 33(3), 171-183.

Al Otaiba, S., Puranik, C. S., Ziolkowski, R. A., Montgomery, T. M. (2009). Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments. Journal of Special Education. 43(2), 107-128. doi: 10.1177/0022466908314869

Al Otaiba, S., Wagner, R.K., and Miller, B. (2014). “Waiting to fail” redux: Understanding inadequate response to intervention. Learning Disability Quarterly, 37(129), 129-133. doi: 10.1177/0731948714525622

Denton, C. A., & Al Otaiba, S. (2011). Teaching word identification to students with reading difficulties and disabilities. Focus On Exceptional Children, 43(7), 1-16.

Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., Ortiz, M., & Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: nomothetic and ideographic perspectives. Learning Disability Quarterly, 129-133. doi: 10.1177/0731948714526999

Kent, S. C., Wanzek, J., & Al Otaiba, S. (2012). Print reading in general education kindergarten classrooms: what does it look like for students at-risk for reading difficulties? Learning Disabilities Research & Practice (Wiley-Blackwell), 27(2), 56-65. doi:10.1111/j.1540-5826.2012.00351.x

Kent, S. C., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y. (2014). Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language. Reading and Writing, 27(X), 113-1188. doi: 10.1007/s11145-013-9480-1

Kim, Y., Al Otaiba, S., Folsom Sidler, J. S., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461-469. doi: 10.1016/j.ecresq.2013.01.001

Kim, Y., Al Otaiba, S., Folsom, J. S., Greulich, L., & Puranik, C. (2014). Evaluating the dimensionality of first-grade written composition. Journal of Speech, Language, and Hearing Research, 51(1), 199-211. doi: 10.1044/1092-4388

Kim, Y., Al Otaiba, S., Puranik, C., Folsom, J. S., & Gruelich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing, 27 (2), 237-253. doi: 10.1007/s11145-013-9440-9

Kim, Y., Al Otaiba, S., Wanzek, J., Gatlin, L. (2014). Towards an understanding of dimensions, predictors, and gender gap in written composition. Journal of Educational Psychology, National Institutes of Health, ref. NIHMS606572.

Kim, Y., Al Otaiba, S., Puranik, C., Sidler Folsom, J., Greulich, L., & Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences, 21(5), 517-525. doi: 10.1016/j.lindif.2011.06.004

Kim, Y., Apel, K., & Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, and Hearing Services in Schools, 44 (4), 337-347. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA349488446&v=2.1&u=tall85761&it=r&p=HRCA&sw=w&asid=9bb495ba773a2a8ded6468a30ddc132f
Kim, Y., Puranik, C. S., Al Otaiba, S. (in press). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary school Journal.

Kim, Y., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113(1), 93-111. doi: 10.1016/j.jecp.2012.03.002

Ortiz, M., Folsom, J. S., Al Otaiba, S., Greulich, L., Thomas-Tate, S., & Connor, C. M. (2012). The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities, 45 (5), 406-417. doi: 10.1177/0022219411431242

Puranik, C. S. & Al Otaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing, 25(7), 1523-1546. 10.1007/s11145-011-9331-x

Puranik, C. S., Al Otaiba, S., Sidler, J. F., & Greulich, L. (2014). Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms. Reading and Writing, 27(2), 213-236. doi: 10.1007/s11145-013-9441-8

Petscher, Y. & Kim, Y. (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, 49(1), 107-129. doi: 10.1016/j.jsp.2010.09.004

Puranik, C. S., Lonigan, C. J., & Kim, Y. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465-474. doi: 10.1016/j.ecresq.2011.03.002

Puranik, C. S., Petscher, Y., Al Otaiba, S., Catts, H. W., & Lonigan C. L. (2008). Development of oral reading fluency in children with speech or language impairments. Journal of Learning Disabilities, 41(6), 545-560. doi: 10.1177/0022219408317858

Wanzek, J., Al Otaiba, S., & Petscher, Y. (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children, 80(2), 187-204. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA354442803&v=2.1&u=tall85761&it=r&p=HRCA&sw=w&asid=c16058bed51195176222a66b8165acc

Wanzek, J., Roberts, G., & Al Otaiba, S. (2014). Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties. Reading and Writing, 27(1), 55-78. doi: 10.1007/s11145-013-9433-8

Wanzek, J., Roberts, G., Al Otaiba, S., & Kent, S. C. (2014). The relationship of print reading in Tier I instruction and reading achievement for kindergarten students at risk of reading difficulties. Learning Disability Quarterly, 37(3), 148-160. doi: 10.1177/0731948713518334

Project 4

Hart, S. A., Logan, J. A. R., Soden-Hensler, B., Kershaw, S., Taylor, J., & Schatschneider, C. (2013). Exploring how nature and nurture affect the development of reading: an analysis of the Florida twin project on reading. Developmental Psychology, 49(10), 1971-1981. doi: 10.1037/a0031348

Hart, S. A., Mikolajewski, A. J., Johnson, W., Schatschneider, C., & Taylor, J. (2014). Examining transactional influences between reading achievement and antisocially-behaving friends. Personality and Individual Differences, 71(X), 9-14. doi: 10.1016/j.paid.2014.07.008

Hart, S. A., Soden, B., Johnson, W., Schatschneider, C., & Taylor, J. (2013). Expanding the environment: gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry, 54 (10), 1047-1055. doi:10.1111/jcpp.12083

Hart, S. A., Taylor, J., & Schatschneider, C. (2013). There is a world outside of experimental designs: using twins to investigate causation. Assessment for Effective Intervention, 38(2), 117-126. doi: 10.1177/1534508412451490

Mikolajewski, A. J., Allan, N. P., Hart, S. A., Lonigan, C. J., & Taylor, J. (2013). Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders. Journal of Abnormal Child Psychology, 41(3), 411-423. doi: 10.1007/s10802-012-9681-0

Sáez, L., Folsom, J. S., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal of Learning Disabilities, 45(5), 418-432. doi: 10.1177/0022219411431243

Taylor, J., Allan, N., Mikolajewski, A. J., & Hart, S. A. (2013). Common genetic and non-shared environmental factors contribute to the association between socio-emotional dispositions and the externalizing factor in children. The Journal of Child Psychology and Psychiatry, 54(1), 67-76. doi:10.1111/j.1469-7610.2012.02621.x

Taylor, J. E., Hart, S. A., Mikolajewski, A. J., & Schatschneider, C. (2013). An update on the Florida State twin registry. Twin Research and Human Genetics, 16(1), 471-475. doi:10.1017/thg.2012.74

Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512-514. doi: 10.1126/science.1186149

Taylor, J. & Schatshneider, C. (2010). Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample. Behavior Genetics, 40(X), 591-602. doi: 10.1007/s10519-010-9368-7

Project 5

Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of preschool early literacy skills: linking children’s educational needs with empirically supported instructional activities. Psychology in the Schools, 48(5), 488-501. doi: 10.1002/pits.20569

Lonigan, C. J. & Phillips, B. M. (2009). Reducing children’s risk for later reading disabilities: the role of tier1 and tier 2 instruction in preschool. The International Dyslexia Association: Perspectives on Language and Literacy, 35(5), (Special Ed.), 21-26.

Lonigan, C. J. & Shanahan, T. (2010). Developing early literacy skills: things we know we know and things we know we don't know. Educational Researcher, 39(4), 340-346. doi: 10.3102/0013189X10369832

Puranik, C. S. & Lonigan, C. J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 0(0), 1-15. doi: 10.1002/rrq.79

Puranik, C. S. & Lonigan, C. J. (2011). From scribbles to scrabble: preschool children’s developing knowledge of written language. Reading and Writing, 24(5), 567-589. doi: 10.1007/s11145-009-9220-8

Puranik, C. S. & Lonigan, C. J. (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27(2), 284-294. doi: 10.1016/j.ecresq.2011.09.003

Schatschneirder, C. & Lonigan, C. J. (2010). Misunderstood statistical assumptions undermine criticism of the national early literacy panel's report. Educational Researcher, 39(4), 347-351. doi: 10.3102/0013189X10369931

Sims, D. M. & Lonigan, C. J. (2012). Multi-method assessment of ADHD characteristics in preschool children: Relations between measures. Early Childhood Research Quarterly, 27(2), 329-337. DOI: 10.1016/j.ecresq.2011.08.004

Wilson, S. B. & Lonigan, C. J. (2009). An evaluation of two emergent literacy screening tools for preschool children. Annals of Dyslexia, 59(2), 115-131. doi: 10.1007/s11881-009-0026-9

Wilson, S. B. & Lonigan, C. J. (2010). Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools. Journal of Learning Disabilities, 43(1), 62-76. doi: 10.1177/0022219409345007

Project 6

DeYoung, C. G., Cicchetti, D., Rogosch, F. A., Gray, J. R., Eastman, M., & Grigorenko, E. L. (2011). Sources of cognitive exploration: Genetic variation in the prefrontal dopamine system predicts Openness/Intellect. Journal of Research in Personality, 45(4), 364-371. doi: 10.1016/j.jrp.2011.04.002

Ercan-Sencicek, A. G., Davis Wright, N. R., Frost, S. J., Fulbright, R. K., Felsenfeld, S., Hart, L., Landi, N., Mencl, W. E., Sanders, S. J., Pugh, K. R., State, M. W., & Grigorenko, E. L. (2012). Searching for Potocki–Lupski syndrome phenotype: A patient with language impairment and no autism. Brain and Development, 34(8), 700-703. doi: 10.1016/j.braindev.2011.11.003

Ercan-Sencicek, A. G., Davis Wright, N. R., Sanders, S. J., Oakman, N., Valdes, L., Bakkaloglu, B., Doyle, N., Yrigollen, C. M., Morgan, T. M., & Grigorenko, E. L. (2012). A balanced t(10;15) translocation in a male patient with developmental language disorder. European Journal of Medical Genetics, 55(2), 128-131. doi: 10.1016/j.ejmg.2011.12.005

Naples, A., Katz, L., & Grigorenko, E. L. (2012). Reading and a diffusion model analysis of reaction time. Developmental Neuropsychology, 37(4), 299-316. doi: 10.1080/87565641.2011.614979

Schmidt, N. B., Keough, M. E., Timpano, K. R., & Richey, J. A. (2008). Anxiety sensitivity profile: Predictive and incremental validity. Journal of Anxiety Disorders, 22(7), 1180-1189. doi: 10.1016/j.janxdis.2007.12.003

Skiba, T., Landi, N., Wagner, R. K., & Grigorenko, E. L. (2011). In search of the perfect phenotype: an analysis of linkage and association studies of reading and reading-related processes. Behavior Genetics, 41(1), 6-30. doi: 10.1007/s10519-011-9444-7


Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G.,& Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275. doi: 10.1177/0022219410378444

Solari, E. J., Petscher, Y., & Sidler Folsom, J. (2014). Differentiating literacy growth of ell students with LD from other high- risk subgroups and general education peers: evidence from grades 3–10. Journal of Learning Disabilities, 47(4), 329-348. doi: 10.1177/0022219412463435

Roehrig, A. D., Petscher, Y., Nettles, S. M., Hudson, R. F., & Torgesen, J. K. (2008). Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes. Journal of School Psychology, 46(3), 343-366. doi: 10.1016/j.jsp.2007.06.006

Reed, D. K., Vaughn, S., & Petscher, Y. (2012). The validity of a holistically scored retell protocol for determining the reading comprehension of middle school students. Learning Disability Quarterly, 35(2), 76-89. doi:10.1177/0731948711432509

Petscher, Y. & Logan, J. A. R. (2014). Quantile regression in the study of developmental sciences. Child Development, 85 (3), 861-881. doi: 10.1111/cdev.12190

Logan, J. A. R. & Petscher, Y. (2010). School profiles of at-risk student concentration: Differential growth in oral reading fluency. Journal of School Psychology, 48(2), 163-186. doi: 10.1016/j.jsp.2009.12.002

Katz, N., Petscher, Y., & Welles, T. (2009). Diagnosing attention-deficit hyperactivity disorder in college students: an investigation of the impact of informant ratings on diagnosis and subjective impairment. Journal of Attention Disorders, 13(3), 277-283. doi: 10.1177/1087054708326112

Justice, J. M., Petscher, Y., Schatschneider, C., & Mashburn, A. (2011). Peer effects in preschool classrooms: is children’s language growth associated with their classmates’ skills? Child Development, 82(6), 1768-1777. doi: 10.1111/j.1467-8624.2011.01665.x

Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., & Mndoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42(2), 163-176. doi: 10.1177/0022219408326219

Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Pence Turnbull, K., & Petscher, Y. (2011). The impact of teacher responsively education on preschoolers' language and literacy skills. American Journal of Speech-Language Pathology, 20(X), 315-330. doi: http://dx.doi.org/10.1044/1058-0360(2011/10-0104)

Petscher, Y., Connor, C. M., & Al Otaiba, S. (2012). Psychometric analysis of the diagnostic evaluation of language variation assessment. Assessment for Effective Intervention, 37(4), 243-250. doi: 10.1177/1534508411413760